Online citations, reference lists, and bibliographies.
← Back to Search

Is It Possible To Improve Mathematical Achievement By Means Of Self-regulation Strategies? Evaluation Of An Intervention In Regular Math Classes

F. Perels, Charlotte Dignath, B. Schmitz
Published 2009 · Psychology

Save to my Library
Download PDF
Analyze on Scholarcy Visualize in Litmaps
Reduce the time it takes to create your bibliography by a factor of 10 by using the world’s favourite reference manager
Time to take this seriously.
Get Citationsy
After the effectiveness of self-regulation training outside school was demonstrated, a self-regulation intervention was developed to foster the learning achievement in regular math classes. Based on the theoretical framework of self-regulated learning, self-regulation training was integrated into a math class unit. The evaluation of the intervention concerning 53 sixth-grade students took place in a pretest/posttest-control-group design. One teacher taught one class (control group) merely mathematical topics and another class (experimental group) in the same subject combined with self-regulative strategies. The results revealed that it is possible to support self-regulation competencies and mathematical achievement by self-regulation interventin within regular mathematics lessons of 6th-grade students.RésuméEnvisageant la discussion sur l'effectivité d'entraîner l'autorégulation en dehors de l'enseignement scolaire, un programme d'intervention fut conçu à fin d'améliorer l'autorégulation académique des collégiens dans le cadre de l'enseignement régulier. Fondé à la théorie d'apprentissage autorégulé, une intervention qui se penche sur l'autorégulation fut intégrée dans une unité de leçons de mathématiques. L'évaluation de l'intervention pour 53 élèves de la cinquième eût lieu dans le contexte d'un design prétest-intervention-posttest avec un groupe contrôle. Dans une des deux classes (groupe contrôle), le professeur enseigna exclusivement des mathématiques; dans l'autre classe (groupe expérimental), elle enseigna la même matière ajoutant l'enseignement des stratégies d'autorégulation. Les résultats indiquent que les compétences de l'autorègulation et la performance en mathématiques peuvent être améliorées par une intervention d'autorégulation en classes régulières de mathématiques.
This paper references
Dictionary of psychology
J. Chaplin (1975)
Development of a Structured Interview for Assessing Student Use of Self-Regulated Learning Strategies
B. Zimmerman (1986)
Self-Regulated Learning: A Volitional Analysis
L. Corno (1989)
Teachers' role in facilitating students' strategic and metacognitive processes during the representational, solution, and evaluation phase of mathematics problem-solving
K. A. Santulli (1991)
Perceived control, effort, and academic performance: Interindividual, intraindividual, and multivariate time-series analyses.
B. Schmitz (1993)
Student volition and education : Outcomes, influences, and practices
L. Corno (1994)
Dictionary of psychology
Terri Gullickson (1996)
Developing Self-Regulated Learners: Beyond Achievement to Self-Efficacy
B. Zimmerman (1996)
Effects of Learning Skills Interventions on Student Learning: A Meta-Analysis
J. Hattie (1996)
Developing self-fulfilling cycles of academic regulation: An analysis of exemplary instructional models.
B. Zimmerman (1998)
Motivation and Self-Regulation Across the Life Span: Decomposing Self-Regulation and Self-Control: The Volitional Components Inventory
J. Kuhl (1998)
Self-Regulatory Processes During Computer Skill Acquisition : Goal and Self-Evaluative Influences
D. H. Schunk (1999)
Self-Regulation Interventions with a Focus on Learning Strategies
C. Weinstein (2000)
Self-Regulated Learning: Finding a Balance between Learning Goals and Ego-Protective Goals
M. Boekaerts (2000)
The role of goal orientation in self-regulated learning.
P. Pintrich (2000)
Self-Regulation and Academic Learning
D. H. Schunk (2000)
Attaining self-regulation: A social cognitive perspective.
B. Zimmerman (2000)
Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions.
Ryan (2000)
Self-Regulation: A Characteristic and a Goal of Mathematics Education
E. Corte (2000)
Teachers’ coaching of learning and its relation to students' strategic learning
D. Hamman (2000)
Studierende können lernen, sich selbst zum Lernen zu motivieren: Ein Trainingsexperiment
D. Leutner (2001)
'Learning to learn': teachers' conceptions of their supporting role
K. Waeytens (2002)
Enhancing third-grade student' mathematical problem solving with self-regulated learning strategies.
L. Fuchs (2003)
Self-Regulation in the Classroom: A Perspective on Assessment and Intervention
M. Boekaerts (2005)
Finding the critical facts : Children's visual scan patterns when solving story problems that contain irrelevant information
Joan Littlefield Cook (2005)
Training of self-regulatory and problem-solving competence
F. Perels (2005)
New perspectives for the evaluation of training sessions in self-regulated learning: Time-series analyses of diary data
B. Schmitz (2006)
Studierende können lernen, sich selbst zum Lernen zu motivieren: Ein Trainingsexperiment
DetlevLeutner (2006)
Advantages of studying processes in educational research
B. Schmitz (2006)
Self-Regulation through Transactional Strategies Instruction
Katherine Hilden (2007)
From Wishes to Action: The Dead Ends and Short Cuts on the Long Way to Action
H. Heckhausen (2021)

This paper is referenced by
Fostering Self-Regulated Learning in Primary School Students: Can Additional Teacher Training Enhance the Effectiveness of an Intervention?
Manuela Benick (2021)
Promoting Self-Regulation with a Multitouch Experiment Instruction on the Topic of Water Analysis
Johann Seibert (2021)
Teaching to Self-Regulate in Mathematics: A Quasi-Experimental Study with Low-Achieving Elementary School Students
Daniel Trias Seferian (2021)
Multimethod assessment of self-regulated learning in college students: different methods for different components?
Laura Dörrenbächer-Ulrich (2021)
Just do it! Study time increases mathematical achievement scores for grade 4-10 students in a large longitudinal cross-country study
M. Spitzer (2021)
The long road from teacher professional development to student improvement: A school-wide professionalization on self-regulated learning in primary education
S. Heirweg (2021)
Gifted underachievement within a self‐regulated learning framework: Proposing a task‐dependent model to guide early identification and intervention
Lisa M. Ridgley (2020)
Effect of Self-Regulated Learning Strategies on Eighth Grade Students’ Motivation for Learning English
U. Habiba (2020)
Selbstreguliertes Lernen und (technologiebasierte) Bildungsmedien
F. Perels (2020)
Diferencias individuales en aprendizaje autorregulado de estudiantes de los Grados de Educación: género, especialidad, notas y desempeño académico
Nerea Larruzea-Urkixo (2020)
Selbstregulation und selbstreguliertes Lernen
Franziska Perels (2020)
Characteristics of Effective Self-Regulated Learning Interventions in Mathematics Classrooms: A Systematic Review
Ying Wang (2020)
Determinants of self-regulated learning practices in elementary education: a multilevel approach
V. Thomas (2020)
Confused, now what? A Cognitive-Emotional Strategy Training (CEST) intervention for elementary students during mathematics problem solving
Domain-specific self-regulation contributes to concurrent but not later mathematics performance in elementary students
Catherine Gunzenhauser (2020)
The Role of Direct Strategy Instruction and Indirect Activation of Self-Regulated Learning—Evidence from Classroom Observation Studies
Charlotte Dignath (2020)
An intervention study for the development of self-regulated learning skills
A. Cazan (2020)
An Investigation of First-time College Freshmen and Relationships Among Mathematical Mindset, Identity, Self-efficacy, and Use of Self-regulated Learning Strategies
Katrina Rothrock (2019)
Developing teachers’ responsive pedagogy in mathematics, does it lead to short-term effects on student learning?
Siv M. Gamlem (2019)
Improving young children’s self-regulated learning using a combination of direct and indirect interventions
Lisa Dörr (2020)
The Promotion of Self-regulated Learning by Kindergarten Teachers: Differential Effects of an Indirect Intervention
Laura Venitz (2019)
A new perspective on memorization practices among East Asian students based on PISA 2012
Yi-Jhen Wu (2020)
Investigating and fostering self-regulated learning in higher education using interactive ambulatory assessment
Simone N. Loeffler (2019)
Perceptions of self-regulating skills among Grade 10 mathematics learners
Van Rooyen (2019)
Improving Self-Regulated Learning through Personalized Weekly e-Learning Journals: A Time Series Quasi-Experimental Study.
Chorng Yuan Fung (2019)
Entwicklung prozeduraler Metakognition und des selbstregulierten Lernens durch den Einsatz multipler Lösungen zu Modellierungsaufgaben
A. Krug (2020)
SMEMFLE I 4.0 DE: A synergetic multi-layered educational model for learning excellence in industry 4.0 and disruption era
D. Suherdi (2019)
Improving Metacognitive Abilities As An Important Prerequisite for Self-Regulated Learning in Preschool Children
Lisa Dörr (2019)
Influence of Causal Attribution on Self-Regulated Learning Strategies among Undergraduate Students
V. Kumar (2019)
A Gender-Aware Gamified Scaffolding of Mathematics for the Middle School Level
Sarah Roessler (2018)
Promoting students’ self-determined motivation in maths: results of a 1-year classroom intervention
Claudia Brandenberger (2018)
Motivational predictors of learning strategies, participation, exertion, and performance in physical education: A randomized controlled trial
Svein Olav Ulstad (2018)
See more
Semantic Scholar Logo Some data provided by SemanticScholar