Aspects of self-regulated learning and their influence on the mathematics achievement of fifth graders in the context of four different proclaimed curricula

Abstract

Metacognition is a part of the models of self-regulated learning. The consideration of a broader context resonates with a social cognitive perspective approach to learning which dominates the educational academic field with the theory of self-regulated learning. Metacognition is considered a crucial factor influencing mathematics achievement. Furthermore, the affective field including pupils' self-efficacy, interest and motivation are the phenomena involved in mathematical problem-solving. On the other hand, metacognitive knowledge and metacognitive regulations are not a regular part of mathematics education in the Czech Republic. The main aim of this study was to investigate the relation between pupils' attitude toward mathematics; metacognitive knowledge; self-efficacy and motivation; metacognitive monitoring; and their achievement in solving mathematical problems. All together 1,133 students of Grade 5 from four types of Czech schools participated in the study. There were traditional schools; schools teaching mathematics by genetic constructivism, i.e., Hejný's method; Montessori schools; and Dalton schools were involved. The assessed variables, namely relation to mathematics; metacognitive knowledge; self-efficacy and motivation; metacognitive monitoring; and mathematical achievement were used as an input to regression analysis. Item-response theory was used for assessing the performance of the students and demands of the tasks. The metacognitive monitoring was detected as the most significant predictor of mathematics achievement for higher- and lower-performing students as well as for the item with high and low demands. The study reveals how the different mathematics curricula (un)support the metacognitive processes involved in mathematical problem-solving. The information allows teachers to spend sufficient time with particular types of mathematics problems whose solutions is determined by activation of metacognitive processes. This demonstrates the importance of including the activities for development of metacognitive monitoring in mathematics education.

Trait Anxiety, Emotion Regulation, and Metacognitive Beliefs: An Observational Study Incorporating Separate Network and Correlation Analyses to Examine Associations with Executive Functions and Academic Achievement

“…There are also other reflexive variables like self-efficacy, metacognitive monitoring, and life skills-such as self-awareness and active self-reflection-that are essential in this context. Studies indicate that self-efficacy and metacognitive monitoring significantly influence adolescents' quality of life and stress perception, in addition to affecting their success in specific areas like mathematics [91][92][93][94][95]. Coupled with ours, targeted interventions focusing on these reflexive variables could be beneficial for both the well-being and success of adolescents.…”

Person-centred study on higher-order interactions between students’ motivational beliefs and metacognitive self-regulation: Links with school language achievement

“…Motivation and metacognition have been posited as important components of students' selfregulated learning (SRL) [1][2][3] and have been linked with adaptive student outcomes, such as achievement [4][5][6][7]. However, extant studies make an assumption that may not be tenable; that is, they take a variable-centred approach and assume that the links between students' motivational beliefs and application of metacognitive strategies are uniform across all sample members [8,9].…”