2026-09-21T00:28:26Z https://www.ideals.illinois.edu/oai-pmh

oai:www.ideals.illinois.edu:2142/121449 2023-12-13 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

Perry, Michelle Perry, Michelle Hopson, Rodney Ruedas-Gracia, Nidia Bosch, Nigel Xia, Yan 2023-08 application/pdf en text Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2023-12-04 without embargo terms The student, Hannah Valdiviejas Cohn, accepted the attached license on 2023-07-01 at 15:08. The student, Hannah Valdiviejas Cohn, submitted this Dissertation for approval on 2023-07-01 at 15:16. This Dissertation was approved for publication on 2023-07-11 at 08:45. DSpace SAF Submission Ingestion Package generated from Vireo submission #19496 on 2023-12-04 at 17:00:25 The twice-as phenomenon: conceptualization, measurement, and links to self-regulated learning Valdiviejas Cohn, Hannah Shirlee 2023-07-11 Self-regulated Learning Pwi Msi Dei Anti-racism Stereotypes Black Latinx Multiple Methods Scale Higher Education Self-regulated learning (SRL) research has blind spots regarding how SRL plays out in racially oppressive environments, which could impact conclusions about diverse students’ educational experiences. Here, I evaluate an SRL behavior that emerges particularly among racially marginalized students: the Twice-As phenomenon. This is based on the cultural saying “you have to work twice as hard to get half as far as White folks,” frequently experienced by Black and Latine people compared to their White counterparts. To understand the Twice-As phenomenon, I conducted focus groups, informing the psychometric development and statistical validation of a scale to identify students’ engagement in the Twice-As phenomenon. I then used the scale to explore how this phenomenon manifests in graduate STEM students’ academic behavior, including demonstrating both high SRL and burnout. I administered the scale to students in online and in-person learning contexts to examine the scale’s usefulness for understanding racially marginalized students’ learning experiences at predominantly White institutions. Ultimately, I aim to inform instructors’ perceptions of students’ efforts, add to the critical consciousness of Black and Latine students, demystify invisible labors to an unfamiliar audience, inform theories of SRL to be more complete than they currently are, and propose a socio-cognitive approach for anti-racism efforts. Text eng https://hdl.handle.net/2142/121449 Copyright 2023 Hannah Valdiviejas Cohn Ph.D. Dissertation Educational Psychology University of Illinois at Urbana-Champaign Educational Psychology