Enhancing Self‐regulatory Skills Through an Intervention Embedded in a Middle School Mathematics Curriculum

Abstract

We investigated the effects of a self-regulatory intervention strategy designed to improve middleschool students' calibration accuracy, self-regulatory skills, and math achievement. Focusing on self-monitoring and self-reflection as the two key processes of this intervention in relation to improving students' math achievement and overall self-regulation, we randomly assigned 30 sixthand seventh-grade students to either a treatment or a delayed-treatment control group. At the conclusion of the intervention, we conducted interviews to unearth students' sources of calibration judgments. Results showed that participants who received the intervention had significantly higher math performance and predictive/postdictive calibration accuracy than did the control group. We provided educational implications of our findings for psychologists and educators. C 2016 Wiley Periodicals, Inc.

Metacognition and the development of self‐directed learning in a problem‐based engineering curriculum

“…An important caveat is that engaging in monitoring does not guarantee accurate monitoring and that inaccurate monitoring can be a cause for lack of learning or perhaps even loss of learning. The literature on metacognition does recognize that accurate metacognitive monitoring is a critical prerequisite for SDL and achievement (e.g., Calender et al, 2016;DiGiacomo & Chen, 2015;Gutierrez & Schraw, 2015). These past findings combined with our current study provide strong support for a need to include within engineering instruction and all instruction, a strong focus on strategies for monitoring one's progress during learning, and feedback on the accuracy of one's monitoring.…”

Enhancing an Underachieving Middle School Studentrs Motivation and Self-Regulation in Learning Mathematics with Self-Regulated Learning Program

“…This result is also consistent with the effectiveness of using Schoenfeld's strategy (De Corte et al, 2011) to improve self-regulation in mathematics problem solving. Although numerous strategies were taught during the two-week program, many other self-regulatory strategies can be taught to help the participant improve his mathematics achievement, such as calibration strategy, which involves improving the accuracy of student's self-efficacy with his real ability (DiGiacomo & Chen, 2016).…”

The Effects of Precision Teaching and Self-regulated Learning on Early Multiplication Fluency

“…Experimental condition: SRL group. Many SRL studies designed to improve students' mathematical achievement structure their programs according to Zimmerman's (2000) self-regulatory cycle (Digiacomo & Chen, 2016;Kramarski, Itzhak, & Sarit, 2013;Labuhn, Zimmerman, & Hasselhorn, 2010). The self-regulatory cycle is composed of three stages termed forethought, performance, and self-reflection.…”