NDLI: Is it possible to improve mathematical achievement by means of self-regulation strategies? Evaluation of an intervention in regular math classes

Content Provider	Springer Nature Link
Author	Perels, Franziska Dignath, Charlotte Schmitz, Bernhard
Copyright Year	2009
Abstract	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 interventin within regular mathematics lessons of 6th-grade students.Envisageant la discussion sur l'effectivité d'entraîner l'autorégulation en dehors de l'enseignement scolaire, un programme d'intervention fut conçu à fin d'améliorer l'autorégulation académique des collégiens dans le cadre de l'enseignement régulier. Fondé à la théorie d'apprentissage autorégulé, une intervention qui se penche sur l'autorégulation fut intégrée dans une unité de leçons de mathématiques. L'évaluation de l'intervention pour 53 élèves de la cinquième eût lieu dans le contexte d'un design prétest-intervention-posttest avec un groupe contrôle. Dans une des deux classes (groupe contrôle), le professeur enseigna exclusivement des mathématiques; dans l'autre classe (groupe expérimental), elle enseigna la même matière ajoutant l'enseignement des stratégies d'autorégulation. Les résultats indiquent que les compétences de l'autorègulation et la performance en mathématiques peuvent être améliorées par une intervention d'autorégulation en classes régulières de mathématiques.
Starting Page	17
Ending Page	31
Page Count	15
File Format	PDF
ISSN	02562928
Journal	European Journal of Psychology of Education
Volume Number	24
Issue Number	1
e-ISSN	18785174
Language	English
Publisher	Springer Netherlands
Publisher Date	2009-01-01
Publisher Place	Dordrecht
Access Restriction	One Nation One Subscription (ONOS)
Subject Keyword	Mathematics Self-regulation Strategy training Student training Educational Psychology Pedagogic Psychology
Content Type	Text
Resource Type	Article
Subject	Education Developmental and Educational Psychology

Sl.	Authority	Responsibilities	Communication Details
1	Ministry of Education (GoI), Department of Higher Education	Sanctioning Authority	https://www.education.gov.in/ict-initiatives
2	Indian Institute of Technology Kharagpur	Host Institute of the Project: The host institute of the project is responsible for providing infrastructure support and hosting the project	https://www.iitkgp.ac.in
3	National Digital Library of India Office, Indian Institute of Technology Kharagpur	The administrative and infrastructural headquarters of the project	Dr. B. Sutradhar bsutra@ndl.gov.in
4	Project PI / Joint PI	Principal Investigator and Joint Principal Investigators of the project	Dr. B. Sutradhar bsutra@ndl.gov.in Prof. Saswat Chakrabarti will be added soon
5	Website/Portal (Helpdesk)	Queries regarding NDLI and its services	support@ndl.gov.in
6	Contents and Copyright Issues	Queries related to content curation and copyright issues	content@ndl.gov.in
7	National Digital Library of India Club (NDLI Club)	Queries related to NDLI Club formation, support, user awareness program, seminar/symposium, collaboration, social media, promotion, and outreach	clubsupport@ndl.gov.in
8	Digital Preservation Centre (DPC)	Assistance with digitizing and archiving copyright-free printed books	dpc@ndl.gov.in
9	IDR Setup or Support	Queries related to establishment and support of Institutional Digital Repository (IDR) and IDR workshops	idr@ndl.gov.in

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