Effects of Self-Correction Strategy Training on Middle School Students' Self-Efficacy, Self-Evaluation, and Mathematics Division Learning

By Darshanand Ramdass, B. Zimmerman. 2008

168 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/5155850109385d3dc6fa8144a0b5c66496a2f61e

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

The Future of Student Self-Assessment: a Review of Known Unknowns and Potential Directions (2016, background): “Third, training SSA skills can enhance students’ self-efficacy in the tasks being performed (Olina & Sullivan, 2004; Ramdass & Zimmerman, 2008), but this effect has not been consistently found (e.g. Andrade, Wang, Du, & Akawi, 2009).”
Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses (2017, background): “Similarly, in Ramdass and Zimmerman (2008) the students were taught how to check their answers in division tasks in mathematics.”
The relationship of academic self-efficacy to class participation and exam performance (2011, background): “self-correction strategy designed to promote self-efficacy and motivation in a middle school mathematics class yielded little to no change in self-efficacy (Ramdass and Zimmerman 2008).”
STEM Motivation Interventions for Adolescents: A Promising Start, but Further to Go (2016, background): “…& Askar, 2005; Martinez, 1992; Plant, Baylor, Doerr, & Rosenberg-Kima, 2009) but not the other seven (Harackiewicz et al., 2015; Hong & Lin-Siegler, 2012; Muis, Ranellucci, Franco, & Crippen, 2013; Ramdass & Zimmerman, 2008; Schunk, 1985; Schunk & Cox, 1986; Wyss, Heulskamp, & Siebert, 2012).”
Effective self- and co-regulation in collaborative learning groups: An analysis of how students regulate problem solving of authentic interdisciplinary tasks (2013, background): “Research by Ramdass and Zimmerman (2008), for example, found that middle school students’ performance increased when given an opportunity to evaluate their learning after completing a mathematics task.”
The Future of Self-Assessment in Classroom Practice: Reframing Self-Assessment as a Core Competency. (2014, unknown): “…upon student learning, if students are systematically taught how to self-assess (Daiute & Kruidenier, 1985; Glaser, Kessler, Palm, & Brunstein, 2010; Harward, Allred, & Sudweeks, 1994; McDonald & Boud, 2003; Ramdass & Zimmerman, 2008; Ross, 2006; Ross, Hogaboam-Gray, & Rolheiser, 2002).”
Predicting Critical Thinking Skills of University Students through Metacognitive Self-Regulation Skills and Chemistry Self-Efficacy. (2013, background): “Students can use critical thinking in various activities and problems (Dressel & Mayhew, 1954 as cited in Renaud & Murray, 2008; Schafersman, 1991).”
Accuracy in student self-assessment: directions and cautions for research (2015, background): “Accuracy was improved when a small sample of Grades 5 and 6 American students were explicitly taught to use a selfchecking strategy when solving long division problems (Ramdass & Zimmerman, 2008).”