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ERIC Number: EJ1402172
Record Type: Journal
Publication Date: 2022
Pages: 23
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0024-9033
EISSN: EISSN-1916-0666
Supporting Self-Regulated Learning in a Secondary Applied Mathematics Course
Buzza, Dawn; Fitzgerald, Carolyn; Avitzur, Yoad
McGill Journal of Education, v57 n2 p92-114 2022
This study examines how one teacher supported low-achieving students' self-regulated learning (SRL) in the context of a secondary mathematics class. The teacher's scaffolding provided students with multiple opportunities to use feedback and adapt learning and study strategies. Data compared pre- and post-measures of metacognitive skills, motivational beliefs, and learning and study behaviours, and examined the effects of directed practice on students' developing SRL as well as their mathematics achievement. Results suggest the need for more research into the effects of individualized, targeted supports, particularly in assisting students in using metacognitive feedback to adapt learning strategies.
McGill Journal of Education. McGill University, 3700 McTavish Street, Montreal, Quebec H3A 1Y2, Canada. Tel: 514-398-4246; Fax: 514-398-4529; Web site: http://mje.mcgill.ca
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Secondary Education; Grade 9; High Schools; Junior High Schools; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A