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ERIC Number: EJ843176
Record Type: Journal
Publication Date: 2009
Pages: 15
Abstractor: As Provided
Reference Count: 31
ISBN: N/A
ISSN: ISSN-0256-2928
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.)
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