The purpose of the present study was to explore the voices of high- and low-achieving middle school students around the function and utility of a student-engaged design learning how to learn intervention. The intervention was a year-long standard elective course in the curriculum in which all students enrolled during their time in middle school. Fifteen (N = 15) seventh- and eighth-grade students from a rural middle school participated in focus groups and provided information about their perceptions regarding the function and utility of this intervention. Thematic analysis of the qualitative data revealed that the intervention supported student motivation and self-regulatory skill development. In contrast to high-achieving students, low-achieving students expressed the need for additional support in setting and achieving their learning goals to maximize their experience of the intervention. Implications of these findings regarding future refinement and guidelines for implementation of student-engaged design interventions with respect to teacher training and practice in middle schools are discussed.

本研究的目的是围绕学生参与设计学习如何学习干预的功能和效用，探讨成绩优异和成绩较差的中学生的声音。干预措施是课程中所有学生在中学期间注册的为期一年的标准选修课。十五（N = 15) 来自农村中学的七年级和八年级学生参加了焦点小组，并提供了他们对这种干预措施的功能和效用的看法的信息。定性数据的主题分析表明，干预措施支持学生的动机和自我调节技能的发展。与成绩优异的学生相比，成绩较差的学生表示需要额外的支持来制定和实现他们的学习目标，以最大限度地提高他们的干预体验。讨论了这些研究结果对未来改进和实施学生参与设计干预措施的指导方针以及中学教师培训和实践的影响。