HRPYC81
RESEARCH PROJECT 7:
REPORT GUIDE 2024
(Assessment 28)
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Contents
1. Instructions ..................................................................................................................................... 2
2. The broad topic ............................................................................................................................... 4
3. The Rubric ....................................................................................................................................... 7
4. STRUCTURE OF THE REPORT ........................................................................................................... 8
5. APA 7TH EDITION REFERENCING GUIDE......................................................................................... 61
6. Past Project that got 95%.............................................................................................................. 67
, Property of Perfectionist Notes
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1. Instructions
Research Area: Educational Psychology
Project Title: The relationship between self-regulated learning, grit, and academic
achievement
Limited to 70 students
Project Description
• The concept of self-regulated learning (SRL) has been around since the 1960s. SRL has been
recognised as imperative for improving student academic functioning (Schunk &
Zimmerman, 2008).
•
• SRL is “the degree to which students are metacognitively, motivationally, and behaviourally
active participants in their own learning processes” (Zimmerman, 2013, p. 137).
• SRL students demonstrate control over personal, behavioural, and environmental factors to
achieve their academic goals (Shi & Witte, 2018). Thus, SRL focuses on student control,
metacognition activation and intrinsic motivation's role in the learning process (Loyens et
al., 2008).
• GRIT, a relatively recent concept, can be defined as “trait-level perseverance and passion for
long-term goals” (Duckworth et al., 2007, p. 166) and refers to the fervent pursuit of
challenges, sustained effort and interest even in the face of adversity, failure and lack of
progress.
• Grit consists of two separate dimensions, namely ‘consistency of interest’ and ‘perseverance
of effort’ (Duckworth & Quin, 2009). Individuals with grit display consistent interest (CI) in
their (long-term) goals and consistently work towards these goals (PE) (Datu et al., 2015).
• It, therefore, involves the student’s management of various processes such as “goal setting,
activation of relevant prior knowledge, progress monitoring, engagement and regulation of
learning strategies, and reflection” (Wolters & Hussain, 2015, p. 295).
• Grit has been conceived as a stable personality trait and unified construct that impacts an
individual’s attitudes and behaviours in various performance domains and predicts several
academic outcomes (such as academic engagement and achievement) (Credé et al., 2016).
• However, most research focusing on grit has been conducted in Western countries such as
the USA, necessitating consideration of the relevance of these findings for non-Western
countries (Datu et al., 2016). For example, some research has found that only the
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