Self-Regulation in First-Semester Calculus

Johns, Carolyn

doi:10.1007/s40753-020-00114-9

Cited by 7 publications

(2 citation statements)

References 24 publications

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“…Finally, the minimally selfregulated students overrated their abilities and employed the smallest amount of effort. In another study, Johns (2020) found that self-regulatory abilities can predict students' results far beyond their mathematics skills. The study revealed that mathematics skill alone accounted for 32% of the variance in learners' final calculus scores.…”

Section: Self-regulation Differences Based On Stem Vs Non-stem Fieldsmentioning

confidence: 96%

“…Finally, the minimally self-regulated students overrated their abilities and employed the smallest amount of effort. In another study, Johns (2020) found self-regulatory abilities to predict students' results far beyond their mathematics skill, and that the model could have predicted up to 48% of variance if the measures of self-regulation were added to the model. Both studies of Johns and Zheng et al support the present study that found a significant difference between STEM and non-STEM students in the level of self-regulation and performance.…”

Section: Self-regulation and Gpamentioning

confidence: 98%

See 1 more Smart Citation

A Comparative Study of Self-Regulation Levels and Academic Performance among STEM and Non-STEM University Students Using Multivariate Analysis of Variance

Bene¹,

Lapina²,

Birida³

et al. 2021

tused

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Section: Self-regulation Differences Based On Stem Vs Non-stem Fieldsmentioning

confidence: 96%

Section: Self-regulation and Gpamentioning

confidence: 98%

A Comparative Study of Self-Regulation Levels and Academic Performance among STEM and Non-STEM University Students Using Multivariate Analysis of Variance

Bene¹,

Lapina²,

Birida³

et al. 2021

tused

View full text Add to dashboard Cite

New insights about the secondary–tertiary transition in mathematics

Gueudet¹

2023

Educ Stud Math

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On-Campus vs Distance Tutorials in Preparatory Courses for Mathematics Student Teachers – Performance Gains and Influencing Factors

Kirsten

Greefrath

2023

Int. J. Res. Undergrad. Math. Ed.

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Due to COVID-19 pandemic restrictions, new instructional designs for mathematics courses have recently been developed. Unlike traditional e-learning courses, distance learning via videoconferencing contains more synchronous elements and is therefore more closely related to classroom instruction. Since theories of person-environment fit suggest that course modality may have an impact on learning processes, this study compares the effectiveness of on-campus (in-person) and synchronous distance tutorials as essential components of a mathematics preparatory course. Using a within-between-subject design, we examined performance gains of first-year student teachers (primary and lower secondary level) during a two-week preparatory course in relation to (1) tutorial variation, (2) students’ prior knowledge, and (3) general and specific affective factors. Overall, our results indicate that preparatory courses with on-campus and distance tutorials can be similarly effective. However, considering students’ prior knowledge as measured by an entrance test, the course variant proved to be a decisive factor for students with higher test scores: While students with lower scores showed comparable performance gains in both on-campus and distance tutorials, students with higher scores increased their mathematics performance only in on-campus tutorials. Furthermore, the results indicate that the impact of affective factors on course performance differs in the two tutorial variants. While students’ self-efficacy and engagement predict learning outcomes in on-campus tutorials, mathematics performance in distance tutorials is positively influenced by self-efficacy and satisfaction and negatively influenced by procrastination and social relatedness. Thus, the results shed light on how instructors can design on-campus and distance tutorials to promote effective learning.

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Self-Regulation in First-Semester Calculus

Cited by 7 publications

References 24 publications

A Comparative Study of Self-Regulation Levels and Academic Performance among STEM and Non-STEM University Students Using Multivariate Analysis of Variance

A Comparative Study of Self-Regulation Levels and Academic Performance among STEM and Non-STEM University Students Using Multivariate Analysis of Variance

New insights about the secondary–tertiary transition in mathematics

On-Campus vs Distance Tutorials in Preparatory Courses for Mathematics Student Teachers – Performance Gains and Influencing Factors

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