ERIC Number: EJ1103535
Record Type: Journal
Publication Date: 2016-Jul
Abstractor: As Provided
Enhancing Self-Regulatory Skills through an Intervention Embedded in a Middle School Mathematics Curriculum
Digiacomo, Gregory; Chen, Peggy P.
Psychology in the Schools, v53 n6 p601-616 Jul 2016
We investigated the effects of a self-regulatory intervention strategy designed to improve middle-school students' calibration accuracy, self-regulatory skills, and math achievement. Focusing on self-monitoring and self-reflection as the two key processes of this intervention in relation to improving students' math achievement and overall self-regulation, we randomly assigned 30 sixth-and seventh-grade students to either a treatment or a delayed-treatment control group. At the conclusion of the intervention, we conducted interviews to unearth students' sources of calibration judgments. Results showed that participants who received the intervention had significantly higher math performance and predictive/postdictive calibration accuracy than did the control group. We provided educational implications of our findings for psychologists and educators.
Descriptors: Intervention, Middle School Students, Metacognition, Mathematics Instruction, Mathematics Achievement, Grade 6, Grade 7, Control Groups, Accuracy, Interviews, Student Attitudes, Mathematics Skills
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Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools; Grade 6; Intermediate Grades; Elementary Education; Grade 7
Authoring Institution: N/A
Grant or Contract Numbers: N/A