Self-Regulation and Motivation

Borkowski, John G.; Thorpe, Pamela K.

doi:10.4324/9780203763353-3

Cited by 13 publications

(5 citation statements)

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“…A robust body of literature consistently supports the notion that self-regulation plays a pivotal role in academic achievement (Blair, 2002;Blair & Diamond, 2008;Blair & Raver, 2015;Borkowski & Thorpe, 1994;Braund & Timmons, 2021;Joussemet et al, 2004;McClelland et al, 2019). This consensus is grounded in the observation that children with well-developed self-regulation tend to display a range of behaviors that facilitate learning.…”

Section: Academic Skills As the Secondary Dependent Variablementioning

confidence: 95%

PROTOCOL: Key characteristics of effective preschool‐based interventions to promote self‐regulation: A systematic review and meta‐analysis

Kanayama,

Siraj,

Moeyaert

et al. 2024

Campbell Systematic Reviews

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This is the protocol for a Cochrane Review. The objectives are as follows: The aim of this systematic review is to advance our understanding of the key characteristics of effective preschool‐based interventions designed to foster self‐regulation. To accomplish this, the review addresses the following questions: 1. What types of preschool‐based interventions have been developed to promote self‐regulation? 2. What is the average effect of these preschool‐based interventions on self‐regulation, focusing on four key constructs: integrative effortful control, integrative executive function, self‐regulation, and self‐regulated learning? 3. What characteristics—such as Resource Allocation, Activity Type, and Instruction Method—could potentially contribute to the effects of preschool‐based interventions in promoting self‐regulation?

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Section: Academic Skills As the Secondary Dependent Variablementioning

confidence: 95%

PROTOCOL: Key characteristics of effective preschool‐based interventions to promote self‐regulation: A systematic review and meta‐analysis

Kanayama,

Siraj,

Moeyaert

et al. 2024

Campbell Systematic Reviews

View full text Add to dashboard Cite

show abstract

“…Many researchers argued that metacognition has an important role in being successful in mathematics (Borkowski & Thorpe, 1994;De Clercq et al, 2000;Desoete et al, 2001a, b;Schoenfeld, 1992). Artz and Armour-Thomas (1992) point out that the main reason underlying the failure of students in problem-solving is that they cannot monitor their mental processes during problem-solving.…”

Section: Literature Reviewmentioning

confidence: 99%

Understanding the Relationship between Grade X Students’ Metacognitive Skills and Mathematics Performance: A Correlational Study.

Dorji,

Subba

2023

bjrd

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Although it has always been a required core subject in Bhutanese schools, underachievement in mathematics regularly shows that the requirement has very little impact on students. This study aims to examine the relationship between mathematics performance and metacognitive skills in grade X students. This study used 347 grade X students (M = 162, F = 185) from one of the schools in Sarpang Dzongkhag and a correlational survey design. The level of students' metacognitive skills was evaluated using the modified Metacognitive Awareness Inventory (MAI), whilst their mathematics performance was evaluated using the Mathematics Performance Test (MPT). Students in grade X were found to have high level of metacognitive skills (M= 3.54, SD=.42). While the correlational analysis showed a weak but significant positive correlation (r =.133, p ≤ .05) between students' metacognitive skills and mathematics performance. The outcome also showed that students' metacognitive skills are a statistically significant predictor of their mathematics performance. The findings of the study indicated that metacognition be taken into account to aid students' learning of mathematics.

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“…Furthermore, according to numerous researchers, metacognition is crucial for achievement in mathematics [6][13][16] [45]. According to Artz and Armour-Thomas [2], the primary cause of students' inability to solve problems is that they are unable to keep track of their thoughts as they do so.…”

Section: Literature Reviewmentioning

confidence: 99%

Unveiling the Link between Metacognitive Skills and Mathematics Performance: A Correlational Study in Grade X

Dorji,

Subba

2023

AJEMR

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Although it has always been a required core subject in Bhutanese schools, underachievement in mathematics regularly shows that the requirement has very little impact on students. This study's major goal was to look at the connection between mathematics performance and the metacognitive skills of grade X students. This study used 347 grade X students (M = 162, F = 185) from one of the schools in Sarpang Dzongkhag and a quantitative correlational survey design. The level of students' metacognitive skills was evaluated through a modified Metacognitive Awareness Inventory (MAI, whilst their mathematics achievement was evaluated through the Mathematics Performance Test (MPT). Students in grade X were found to have a high degree of metacognitive skills (M= 3.54, SD=.42). While the correlational analysis showed a weak but significant positive correlation between students' metacognitive skills and mathematics performance. The outcome also showed that students' metacognitive skills are a statistically significant predictor of their mathematics performance. The findings suggest that metacognition be taken into account to aid students' learning of mathematics. Additionally, a similar study with a different research methodology and approach is advised.

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Self-Regulation and Motivation

Cited by 13 publications

References 0 publications

PROTOCOL: Key characteristics of effective preschool‐based interventions to promote self‐regulation: A systematic review and meta‐analysis

PROTOCOL: Key characteristics of effective preschool‐based interventions to promote self‐regulation: A systematic review and meta‐analysis

Understanding the Relationship between Grade X Students’ Metacognitive Skills and Mathematics Performance: A Correlational Study.

Unveiling the Link between Metacognitive Skills and Mathematics Performance: A Correlational Study in Grade X

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