The effect of self-regulated learning on sixth-grade Turkish students’ mathematics achievements and motivational beliefs

Yıldızlı, Hülya; Şaban, Ahmet

doi:10.1080/2331186x.2016.1212456

Cited by 19 publications

(10 citation statements)

References 38 publications

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“…By the similar analysis for the Model B (Figures 5 and 6), it can be said that SRL was the dominant predictor of RC and PS in SRL instruction. Therefore, instruction on SRL strategies and supporting students in using these strategies can improve academic achievement (Yildizli & Saban, 2016) and self-regulatory reading skills (Morshedian et al, 2016). Moreover, SRL increases the students' autonomy and enables them to be actively involved in the process of problem solving (Ackerman & Thompson, 2015).…”

Section: Discussionmentioning

confidence: 99%

Self-regulated learning instruction and the relationships among self-regulation, reading comprehension and reading problem solving: PLS-SEM approach

2020

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Self-regulated learning (SRL) strategies have gained a great prominence in second language reading comprehension; however, to have a comprehensive picture of their efficacy, this study investigated the significant relationships among SRL components, reading comprehension and reading problem solving. Moreover, it examined the effects of SRL instruction on SRL strategies, reading comprehension, problem solving and the strength of the relationships among these variables. To this end, 183 Iranian English as a foreign language (EFL) learners participated in two phases of this study. In the first phase, the pretest PLS-SEM models were analyzed by evaluating the Motivated Strategies for Learning Questionnaire, Solving Problem Scale, and a test of reading comprehension. The results indicated that from among the components of SRL, cognitive and metacognitive strategies were the dominant predictors of reading comprehension and problem solving, respectively. In the second phase, the effects of SRL instruction and the traditional instruction of reading comprehension on the strength of the relationships were investigated by ABOUT THE AUTHORS

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Section: Discussionmentioning

confidence: 99%

Self-regulated learning instruction and the relationships among self-regulation, reading comprehension and reading problem solving: PLS-SEM approach

2020

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“…Although more pronounced in laboratory-like conditions, significant effects from SRL interventions in the classroom have been established by several studies Perels et al, 2009). For example, Leidinger and Perels (2012) and Yidizli and Saban (2016) have reported improvements in students' mathematical performance after they were explicitly taught metacognitive strategies for selfregulation. Regarding the volitional component of SRL, Tzohar-Rozen and Kramarski (2014) observed positive effects on mathematical performance from an intervention that addressed the emotional aspects of self-regulation with 10 and 11-year-olds.…”

Section: Teaching Srl In a School Settingmentioning

confidence: 99%

Teaching to Self-Regulate in Mathematics: A Quasi-Experimental Study with Low-Achieving Elementary School Students

Seferian

Mels

Martínez

2021

REDIE

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Teaching students to self-regulate enhances their mathematics performance, yet few studies have investigated the long-term differential impact of particular self-regulation strategies specifically for low-achieving students. This quasi-experimental study evaluates the effect of teaching different self-regulation strategies on mathematical problem solving in low-achieving students. The participants were 69 sixth-grade elementary school students randomly assigned to one of three experimental groups (and taught predominantly cognitive, metacognitive or volitional strategies, while verifying intervention fidelity) or a control group for 16 sessions. Mathematical problem-solving skills were evaluated prior to the intervention, upon completion, and two months later. While all three intervention groups obtained significantly better results compared to the control group immediately after the intervention, volitional and metacognitive strategies showed the strongest and most lasting positive effects. We conclude that low-achieving students could benefit from learning self-regulation strategies, particularly when these strategies take into account the affective and motivational dynamics of learning.

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“…However, IQ tests have been found to have high predictive validity for school achievement [4], the results correlate with objective measures such as simple reaction times which shows positivity [4]. The finding reads that individuals who perform at an above-average level on linguistic tasks also perform well on spatial and mathematical tasks [5,6]. Similarly, researcher [7] estimated the IQ of countries using data from various sources.…”

Section: Introductionmentioning

confidence: 99%

A Mathematical Model for Estimating an Intelligence Quotient (Iq) of Retiree and Humans above 65 Years (A Study of Federal University Wukari Community Members of Nigeria)

O.D.¹,

Samuel²,

O.³

et al. 2022

IJEM

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The research is concerned with the development of a mathematical model for estimating Intelligent Quotient of human above 65years. The model was optimized to know whether we have maximum or minimum human IQ level. However, the optimization result showed a saddled point which indicates that there is no minimum or maximum human IQ in life. This result implies that there is no particular IQ level that any human above 65years cannot attain when there is an enabling environment for adult education and other adult related trainings geared towards sharpening IQ skills of our retired and aged people. Similarly the IQ model was also validated with data from real life. And the outcome of the validation gave a correlation coefficient of 0.990405. This implies that our model is approximately 99% in agreement with real life data used, thus shows that the model is a standard measure for estimating IQ of human above 65years.

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The effect of self-regulated learning on sixth-grade Turkish students’ mathematics achievements and motivational beliefs

Cited by 19 publications

References 38 publications

Self-regulated learning instruction and the relationships among self-regulation, reading comprehension and reading problem solving: PLS-SEM approach

Self-regulated learning instruction and the relationships among self-regulation, reading comprehension and reading problem solving: PLS-SEM approach

Teaching to Self-Regulate in Mathematics: A Quasi-Experimental Study with Low-Achieving Elementary School Students

A Mathematical Model for Estimating an Intelligence Quotient (Iq) of Retiree and Humans above 65 Years (A Study of Federal University Wukari Community Members of Nigeria)

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