Self-regulation, motivation, and math achievement in middle school: Variations across grade level and math context

Cleary, Timothy J.; Chen, Peggy P.

doi:10.1016/j.jsp.2009.04.002

Cited by 194 publications

(166 citation statements)

References 31 publications

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“…Several studies evident that students who self-regulate their learning perform better and learn effectively than their counterparts with worse self-regulatory learning behavior Cleary & Chen, 2009;Dresel & Haugwitz, 2008;Jarvela & Jarvenoja, 2011;Kistner, Rakoczy, & Otto, 2010;Schunk & Zimmerman, 2008;Zimmerman, 2008). Specifically, self-regulated students actively set goals and shift approaches flexibly (Wolters, 2011), apply appropriate learning strategies (Harris, Friedlander, Sadler, Frizzelle, & Graham, 2005;Meltzer, 2007), monitor their performance by seeking feedback on it and making appropriate adjustments in the future (Harris et al, 2005), evaluate their academic progress (De Bruin, Thiede, & Camp, 2011), seek out additional resources when needed to master content (Clarebout, Horz, & Schnotz, 2010;De Bruin et al, 2011), pursuit positive learning environment and manipulate them to satisfy their needs (Kolovelonis, Goudas, & Dermitzaki, 2011;Labuhn, Zimmerman, & Hasselhorn, 2010), and have higher academic self-efficacy (Labuhn et al, 2010).…”

Section: Self-regulation In Learning From a Self-determination Perspementioning

confidence: 99%

Metacognitive Knowledge and Metacognitive Regulation in Self-Regulatory Learning Style, and in Its Effects on Performance Expectation and Subsequent Performance across Diverse School Subjects

Στεφάνου¹,

Mpiontini²

2017

PSYCH

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This study aimed at examining: (a) students' metacognitive knowledge and metacognitive regulation when they are doing school work or homework, and their self-regulated learning style regarding the four different types of behavioral regulation: external, introjected, identified and intrinsic; and (b) the role of metacognition in self-regulated learning style, and in the impact of self-regulated learning style on performance expectations, and subsequent performance in the school subjects of language, mathematics and physical education. The sample comprised of 243 primary school students, fifth and sixth grades, boys and girls, who randomly came from 20 state primary schools of various regions of Greece. The participants completed the scales at the middle of a school year, while their school performance was estimated by the teachers. The results showed that: (a) the students used metacognitive knowledge (predominately, declarative) and metacognitive regulation (mainly, planning) at a moderate extent, and they reported a mixed profile of self-regulatory learning style, favoring identified; (b) metacognitive regulation, compared with metacognitive knowledge, was a more powerful formulator of regulatory learning styles, mainly intrinsic and identified; (c) metacognition explained a small percentage of variance of both performance expectations, beyond self-regulatory style, and performance, beyond the interactive effect of performance expectations and regulatory learning style, in both language and mathematics, while it had no significant unique contribution in physical education; (d) external regulation had negative contribution in school performance across the three school subjects, while intrinsic regulation

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Section: Self-regulation In Learning From a Self-determination Perspementioning

confidence: 99%

Metacognitive Knowledge and Metacognitive Regulation in Self-Regulatory Learning Style, and in Its Effects on Performance Expectation and Subsequent Performance across Diverse School Subjects

Στεφάνου¹,

Mpiontini²

2017

PSYCH

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“…Perceptions of high value are associated with the acquisition of new knowledge (Guy, Cornick, & Beckford, 2015). Students who perceive mathematics as useful are more motivated to learn, practice, study, and employ key self-regulatory strategies than students who perceive mathematic as less useful (Cleary & Chen, 2009;Kajamies, Vauras, & Kinnunen, 2010;Villavicencio & Bernardo, 2013;Zimmerman & Schunk, 2008).…”

Section: Perceived Usefulnessmentioning

confidence: 99%

How affective-motivational variables and approaches to learning predict mathematics achievement in upper elementary levels

García

Pérez

Betts

et al. 2016

Learning and Individual Differences

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. How affective-motivational variables and approaches to learning relate to mathematics achievement in upper elementary levels. Learning and Individual Differences, 49,31. AbstractThe relationship between students´ motivation and attitudes towards mathematics, the approaches to learning they use, and their achievement in mathematics has been widely documented in middle school and further academic levels. However, the empirical research in earlier educational stages remains scarce. This study analyzed the predictive value of affective-motivational variables and deep and surface approaches to learning on mathematics achievement in a sample of 524 upper elementary students. Multiple linear regression analysis was used to examine the predictors of mathematics achievement.Mathematics enjoyment positively predicted mathematics achievement and age and the use of the surface approach to learning negatively predicted mathematics achievement.The variables in the model explained 21.3% of the variance in mathematics achievement.Mean differences in the affective-motivational variables and approaches to learning occurred between students with very high and very low achievement in Mathematics, yielding further evidence of important differences between the achievement extremes.

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“…Based on literature, students' discipline act as moderator variable in students' perceptions of learning environment, motivation to learn, and using learning strategies (Cleary & Chen, 2009;Crede & Philips 2012;Judd, 2009;Ghosh2011;Kauffman, 2004;Artino, 2009). Therefore, the level of students' motivation and learning strategies are possible to be somewhat different for various classes.…”

Section: Literature Reviewmentioning

confidence: 99%

Motivation to Use Self-Regulated Learning Strategies in Learning Management System amongst Science and Social Science Undergraduates

Hashemyolia¹,

Asmuni²,

Ayub³

et al. 2014

ASS

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The purpose of this study is to determine students' levels of self-regulated learning by adjusting Motivated Strategies for Learning Questionnaire (MSLQ) developed by (Pintrich et al., 1993). This study involved 436 undergraduate students. The validity of instrument used was checked by convergent validity and discriminate validity in Structural Equation Modeling. The reliability of scale was measured by internal consistency analyses whilst students' levels of self-regulated learning detected by descriptive analyses involving percentage, frequency, means, t-tests and standard deviation . As a result it can be concluded that MSLQ is recognized as a valid and reliable scale in order to examine levels of self-regulated learning among university students in Malaysia. Besides, the students' self-regulated learning strategies are found to be generally in the middle range; their highest level of skills being Effort regulation, whereas the lowest skill is Metacognitive strategies. The students' level of self-regulated learning in social sciences faculties was significantly lower than students in science faculties.

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Self-regulation, motivation, and math achievement in middle school: Variations across grade level and math context

Cited by 194 publications

References 31 publications

Metacognitive Knowledge and Metacognitive Regulation in Self-Regulatory Learning Style, and in Its Effects on Performance Expectation and Subsequent Performance across Diverse School Subjects

Metacognitive Knowledge and Metacognitive Regulation in Self-Regulatory Learning Style, and in Its Effects on Performance Expectation and Subsequent Performance across Diverse School Subjects

How affective-motivational variables and approaches to learning predict mathematics achievement in upper elementary levels

Motivation to Use Self-Regulated Learning Strategies in Learning Management System amongst Science and Social Science Undergraduates

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