Journal
JOURNAL OF SCHOOL PSYCHOLOGY
Volume 64, Issue -, Pages 28-42Publisher
PERGAMON-ELSEVIER SCIENCE LTD
DOI: 10.1016/j.jsp.2017.04.004
Keywords
Intervention; Mathematics; Self-regulated learning; Motivation; Middle school; Strategic skills; Self-efficacy
Categories
Funding
- Spencer Foundation
- State University of New Jersey [201500082]
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The current study examined the effectiveness of an applied self-regulated learning intervention (Self-Regulation Empowerment Program (SREP)) relative to an existing, school-based remedial mathematics intervention for improving the motivation, strategic skills, and mathematics achievement of academically at-risk middle school students. Although significant group differences in student self-regulated learning (SRL) were not observed when using self-report questionnaires, medium to large and statistically significant group differences were observed across several contextualized, situation-specific measures of strategic and regulatory thinking. The SREP group also exhibited a statistically significant and more positive trend in achievement scores over two years in middle school relative to the comparison condition. Finally, SREP students and coaches reported SREP to be a socially-valid intervention, in terms of acceptability and importance. The importance of this study and critical areas for future research are highlighted and discussed.
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