Teaching Self-Regulation: Strengthening Focus in Third Grade
Major
Educational Studies
Submission Type
Poster
Area of Study or Work
Educational Studies
Faculty Advisor
Leah Nillas
Location
CNS Atrium
Start Date
4-11-2026 11:15 AM
End Date
4-11-2026 12:30 PM
Abstract
Self-regulation, defined as the ability to understand and manage one’s emotions, attention, and behavior to achieve goals, is strongly associated with academic achievement and classroom engagement. Studies show that students with stronger self-regulation skills demonstrate improved focus and higher academic performance (Blair & Raver, 2015; Zimmerman, 2002). Classroom-based interventions also show that when teachers intentionally embed self-regulation strategies into daily routines, students demonstrate increased on-task behavior (Cunha et al., 2023). The purpose of this study was to examine the impact of teaching structured self-regulation strategies on student achievement and on-task behavior in a third-grade classroom. The research was conducted during student teaching in a small, rural Illinois school with 16 students. Strategies implemented included breathing exercises, counting exercises, the use of fidgets, and listening to music during classroom work. Data was collected through anecdotal observation notes, documentation of on-task behavior, assessment scores, and student self-reflections regarding the usefulness of each strategy. Findings indicated that structured self-regulation strategies increased students’ ability to remain on-task during both independent and whole-group instruction. Students also reported that the strategies helped them feel calmer and more focused. Assessment data were reviewed throughout the study to examine potential trends in academic performance. These results suggest that explicitly teaching self-regulation strategies may support both academic achievement and classroom engagement. This study reinforces the value of intentionally incorporating self-regulation strategies into classroom instruction to better support student focus and engagement.
Teaching Self-Regulation: Strengthening Focus in Third Grade
CNS Atrium
Self-regulation, defined as the ability to understand and manage one’s emotions, attention, and behavior to achieve goals, is strongly associated with academic achievement and classroom engagement. Studies show that students with stronger self-regulation skills demonstrate improved focus and higher academic performance (Blair & Raver, 2015; Zimmerman, 2002). Classroom-based interventions also show that when teachers intentionally embed self-regulation strategies into daily routines, students demonstrate increased on-task behavior (Cunha et al., 2023). The purpose of this study was to examine the impact of teaching structured self-regulation strategies on student achievement and on-task behavior in a third-grade classroom. The research was conducted during student teaching in a small, rural Illinois school with 16 students. Strategies implemented included breathing exercises, counting exercises, the use of fidgets, and listening to music during classroom work. Data was collected through anecdotal observation notes, documentation of on-task behavior, assessment scores, and student self-reflections regarding the usefulness of each strategy. Findings indicated that structured self-regulation strategies increased students’ ability to remain on-task during both independent and whole-group instruction. Students also reported that the strategies helped them feel calmer and more focused. Assessment data were reviewed throughout the study to examine potential trends in academic performance. These results suggest that explicitly teaching self-regulation strategies may support both academic achievement and classroom engagement. This study reinforces the value of intentionally incorporating self-regulation strategies into classroom instruction to better support student focus and engagement.