This primary goal of this study was to investigate the effects of strategy training and self-reflection, two subprocesses of Zimmerman's cyclical model of self-regulation, on fifth grade students' mathematics performance, self-efficacy, self-evaluation, and calibration measures of self-efficacy bias, self-efficacy accuracy, self-evaluation bias, self-evaluation accuracy, time, and strategy use. The participants were 88 fifth graders and the task involved subtraction fraction problems. Students were randomly assigned to one of four groups, strategy training and self-reflection training, strategy training only, self-reflection training only, and the control group. A multivariate analysis of covariance showed significant main effects of strategy training with a large effect size. Follow-up univariate analyses of variance on each of the nine dependent measures revealed significant main effects for eight variables with the exception of self-efficacy accuracy. The effects sizes for these significant effects ranged from medium to large. Path analysis results also indicated that strategy training had direct and indirect effects on math performance. Self-efficacy bias was a mediating variable between strategy training and math performance. A second path analysis showed the effects of self-reflection training were weak, and it was not possible to confirm the mediational role of math performance on self-evaluation accuracy. Correlation analyses indicated that all the variables correlated with math performance. Self-efficacy bias and self-evaluation bias correlated negatively with math performance. However, the multivariate analysis of covariance did not reveal significant main effects for self-reflection training nor was there any interaction between strategy and self-reflection training. Nonetheless, upon examining the means scores of the self-reflection and the non self-reflection groups, a consistent pattern emerged. The mean scores for the self-reflection groups were higher than the non self-reflection groups. To explore whether this difference was statistically significant, a nonparametric chi-square analysis was conducted. The results of this test showed that the self-reflection training exerted a consistent, albeit a weak influence, indicating that it resulted in better math performance, self-evaluative judgments, and calibration judgments. Overall, this research demonstrated that strategy training improved fifth grade students' math performance, self-evaluative judgments, and calibration measures of accuracy and less bias. The educational implications of the findings for educators were considered. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]