Training Self-Regulated Learning in the Classroom: Development and Evaluation of Learning Materials to Train Self-Regulated Learning during Regular Mathematics Lessons at Primary School
By M. Leidinger, F. Perels. 2012
60 citations recorded by the source corpus.
The aim of the intervention based on the self-regulation theory by Zimmerman (2000) was to promote a powerful learning environment for supporting self-regulated learning by using learning materials. In the study, primary school teachers were asked to implement specific learning materials into their regular mathematics lessons in grade four. These learning materials focused on particular (meta)cognitive and motivational components of self-regulated learning and were subdivided into six units, with which the students of the experimental group were asked to deal with on a weekly basis. The evaluation was based on a quasiexperimental pre-/postcontrol-group design combined with a time series design. Altogether, 135 fourth graders participated in the study. The intervention was evaluated by a self-regulated learning questionnaire, mathematics test, and process data gathered through structured learning diaries for a period of six weeks. The results revealed that students with the self-regulated learning training maintained their level of self-reported self-regulated learning activities from pre- to posttest, whereas a significant decline was observed for the control students. Regarding students’ mathematical achievement, a slightly greater improvement was found for the students with self-regulated learning training.
Subfields: Developmental and Educational Psychology, Education, Social Psychology
View Paper: https://www.semanticscholar.org/paper/27a93d239f3406f08bb0142197741cc23eec4a15
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In Developmental and Educational Psychology
- Charlotte Dignath
- M. Veenman
- Ernesto Panadero
- M. Stel
- Sarit Barzilai
- Anat Zohar
- Steven I. Higgins
- Kate Wall
In Education
In Social Psychology
Citations in the corpus
- The Role of Direct Strategy Instruction and Indirect Activation of Self-Regulated Learning—Evidence from Classroom Observation Studies (2020, background): “Successful intervention indicated that teachers can effectively promote strategies necessary for SRL after being provided with adequate materials that they can use during their teaching (e.g., Askell-Williams et al. 2012; Leidinger and Perels 2012; Perels et al. 2009).”