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"Entering college students are expected to have accountability for their academic development and progress; however, there are high expectations that these students will master this on their own (Perry, et al., 1993, 1994). There is a large population of students, however, who are not able to make such an adjustment. Until recently, the research efforts concerning these 'at risk' students have been off-base because they have concentrated mainly on improving instruction rather than on improving learning. In this research study, thirteen central students were chosen as research participants based on the results of the Perceived Self-Regulatory Efficacy for Writers Scale (based on Zimmerman & Bandura, 1994) administered as a pre-test and a post-test, combined with the students' scores received on a pre-instruction essay and an end-of-the-semester revision of the same essay. After the research participants had been chosen, several key pieces of data were collected and analyzed using qualitative methods of analysis. The goal of this study was to analyze the effects of a self-regulated strategy development (SRSD) approach to teaching basic writing on the perceived self-regulatory efficacy and the improvement in writing skills of thirteen basic writing students in four course sections of Basic Writing II at a 4-year, open-admissions, urban university. My intention as the researcher was to explore the connection between the students' perceived self-regulatory efficacy, their self-perceived sources of motivation, and what my influence as their basic writing teacher had on their perceived self-regulatory efficacy and their improvement in writing skills. This current study, demonstrated the importance of determining what the beliefs of basic writing students are at the onset of the semester concerning intelligence and perceived self-regulatory efficacy. This should be determined in conjunction with assessing the levels of the students' writing skills. This study establishes methods basic writing instructors can use to support 'at-risk' students with tapping into their potential by first exploring the students' levels of self-efficacy for successfully performing writing tasks and their levels of writing skills and then assisting the students in developing strategic learning plans which will hopefully and ultimately lead them to becoming successful learners in a higher-education setting."--Page iii-iv.