Examining the Correspondence between Self-Regulated Learning and Academic Achievement: A Case Study Analysis

Table 3

Student attendance and tardiness during the SREP intervention.

Participant	Total SREP attendance	Attendance before test no. 1	Attendance before test no. 2	Attendance before test no. 3	Total SREP lateness	Lateness before test no. 1	Lateness before test no. 2	Lateness before test no. 3
	ratio^a (%)	ratio^a (%)	ratio^a (%)	ratio^a (%)	ratio^b (%)	ratio^b (%)	ratio^b (%)	ratio^b (%)
Vince	14/17 (82.4%)	3/3 (100%)	6/7 (85.7%)	5/7 (71.4%)	0/14 (0%)	0/3 (0%)	0/6 (0%)	0/5 (0%)
Pauline	9/17 (52.9%)	1/3 (33%)	3/7 (42.8%)	5/7 (71.4%)^c	1/9 (11.1%)	0/1 (0%)	0/3 (0%)	1/5 (20%)
Eric	13/17 (76.5%)	2/3 (75%)	6/7 (85.7%)	5/7 (71.4%)	4/13 (30.8%)	0/2 (0%)	0/6 (0%)	4/5 (80%)
John	11/17 (64.7%)	3/3 (100%)	5/7 (71.4%)	3/7 (42.8%)	6/11 (54.5%)	3/3 (100%)	1/5 (20%)	2/3 (66.7%)

Attendance ratios and percentages reflect whether students showed up to a session regardless of lateness. Lateness was defined as being late to an SREP session by more than 15 minutes.
^aRatio pertains to the number of sessions students attended divided by the total number of sessions offered.
^bRatio pertains to the number of times students were late to an SREP session divided by the number of sessions attended.
^cPauline missed the last session because she was on a family vacation.