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Full-Text Articles in Education

Enhancing Self-Monitoring And Self-Reflection Through A Self-Regulatory Skills Intervention Embedded In A Middle School Mathematics Curriculum, Gregory Digiacomo Jun 2014

Enhancing Self-Monitoring And Self-Reflection Through A Self-Regulatory Skills Intervention Embedded In A Middle School Mathematics Curriculum, Gregory Digiacomo

All Dissertations, Theses, and Capstone Projects

The purpose of this study was to investigate the effects of a self-regulatory strategy intervention designed to improve participants' calibration accuracy, self-regulatory skills, and math achievement. Monitoring and self-reflection processes were the main focus of this intervention as they are key processes in many well-validated models of self-regulated learning and have been found to impact academic achievement and overall self-regulatory skill (Bol et al., 2010; Dunlosky & Rawson, 2011; Hacker et al., 2008; Nietfeld et al., 2005). The participants were 30 sixth and seventh grade students who were learning about probability as part of their normal math curriculum during the study. They were ...


Self-Regulated Learning (Srl) Microanalysis For Mathematical Problem Solving: A Comparison Of A Srl Event Measure, Questionnaires, And A Teacher Rating Scale, Gregory Lee Callan May 2014

Self-Regulated Learning (Srl) Microanalysis For Mathematical Problem Solving: A Comparison Of A Srl Event Measure, Questionnaires, And A Teacher Rating Scale, Gregory Lee Callan

Theses and Dissertations

The current dissertation examined the validity of a context-specific assessment tool, called Self-regulated learning (SRL) microanalysis, for measuring self-regulated learning (SRL) during mathematical problem solving. SRL microanalysis is a structured interview that entails assessing respondents' regulatory processes as they engage with a task of interest.

Participants for this dissertation consisted of 83 eighth grade students attending a large urban school district in Midwestern USA. Students were administered the SRL microanalytic interview while completing a set of mathematical word problems to provide a measure of their real-time thoughts and regulatory behaviors. The SRL microanalytic interview targeted the SRL processes of goal-setting ...


Learn 2 Learn: A Metacognitive Intervention For Middle School, Melva J. Lopez Apr 2014

Learn 2 Learn: A Metacognitive Intervention For Middle School, Melva J. Lopez

Senior Theses and Projects

Self-regulated learning is comprised of motivation, cognition, and metacognition. This study aimed to improve eighth grade social studies students’ self-regulated learning and academic performance through the implementation of an intervention into their social studies curriculum. The intervention centered on exposing students to the different dimensions of metacognition (i.e., comprehending and being able to control one’s own cognitive processes) based on research findings that showed a link between metacognition and academic performance (Dignath & Büttner, 2008; Kistner, Rakoczy, Otto, Dignath-van Ewijk, Büttner, & Klieme, 2010). The intervention was designed to foster the students’ knowledge and use of metacognitive strategies through group work and cognitive discussions based on the research by Paris and Paris (2001). Four eighth-grade history sections taught by one teacher and two sections taught by a second teacher participated in the study. Three sections were randomly assigned to the intervention group and the other three to the control group. All students completed pre- and post-testing quantitative measures of metacognition and motivation. Teachers rated students’ ability beliefs and their levels of metacognition at post-testing. In addition, student performance was evaluated in terms of overall changes in grades from the first to third marking period. As predicted, the experimental group showed more improvement than the control group at post-testing in terms of their levels of metacognition. There was no effect of the intervention on the students’ academic performance or motivation; however, all the quantitative measures of metacognition and motivation were positively correlated with quarterly grades. Furthermore, the quantitative measure of ...


Self-Regulated Learning Intervention: Teaching Metacognition To Enhance School Performance And Motivation Of Middle School Students, Taylor K. Godfrey Apr 2014

Self-Regulated Learning Intervention: Teaching Metacognition To Enhance School Performance And Motivation Of Middle School Students, Taylor K. Godfrey

Senior Theses and Projects

Self-regulated learning is comprised of motivation, cognition, and metacognition. This study aimed to improve eighth grade social studies students’ self-regulated learning and academic performance through the implementation of an intervention in the social studies curriculum. The intervention centered on exposing students to the different dimensions of metacognition (i.e., comprehending and being able to control one’s own cognitive processes) based on research findings that showed a link between metacognition and academic performance (Dignath & Büttner, 2008; Kistner et al., 2010). The intervention was designed to foster the students’ knowledge and use of metacognitive strategies through group work and cognitive discussions based on ...