ERIC Number: EJ843176
Record Type: Journal
Publication Date: 2009
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0256-2928
EISSN: N/A
Is It Possible to Improve Mathematical Achievement by Means of Self-Regulation Strategies? Evaluation of an Intervention in Regular Math Classes
Perels, Franziska; Dignath, Charlotte; Schmitz, Bernhard
European Journal of Psychology of Education, v24 n1 p17-31 2009
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 intervention within regular mathematics lessons of 6th-grade students. (Contains 3 figures and 2 tables.)
Descriptors: Mathematics Achievement, Self Management, Intervention, Grade 6, Mathematics Instruction, Elementary School Students, Elementary School Mathematics, Student Improvement, Experimental Groups, Control Groups, Pretests Posttests, Foreign Countries
Instituto Superior de Psicologia Aplicada. Rua Jardim do Tabaco, 34, Lisboa 1149-041, Portugal. Tel: +351-21-881-1700; Fax: +351-21-886-0954; Web site: http://www.ispa.pt/ISPA/vEN/Public
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Grade 6; Intermediate Grades
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany
Grant or Contract Numbers: N/A