Teaching to Self-Regulate in Mathematics: A Quasi-Experimental Study with Low-Achieving Elementary School Students

Teaching to Self-Regulate in Mathematics: A Quasi-Experimental Study with Low-Achieving Elementary School Students

Teaching students to self-regulate enhances their mathematics performance, yet few studies have investigated the long-term differential impact of particular self-regulation strategies specifically for low-achieving students. This quasi-experimental study evaluates the effect of teaching different se...

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Autores principales: Trias Seferian, Daniel, Mels Auman, Cindy, Huertas Martínez, Juan Antonio
Formato: Online
Lenguaje:eng
Publicado: Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo 2021
Acceso en línea:https://redie.uabc.mx/redie/article/view/2945
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spelling redie-article-29452024-05-08T20:24:53Z Teaching to Self-Regulate in Mathematics: A Quasi-Experimental Study with Low-Achieving Elementary School Students Enseñanza de la autorregulación en Matemáticas: estudio cuasiexperimental con escolares de bajo desempeño Trias Seferian, Daniel Mels Auman, Cindy Huertas Martínez, Juan Antonio mathematics metacognition motivation emotion learning matemáticas metacognición motivación emoción aprendizaje Teaching students to self-regulate enhances their mathematics performance, yet few studies have investigated the long-term differential impact of particular self-regulation strategies specifically for low-achieving students. This quasi-experimental study evaluates the effect of teaching different self-regulation strategies on mathematical problem solving in low-achieving students. The participants were 69 sixth-grade elementary school students randomly assigned to one of three experimental groups (and taught predominantly cognitive, metacognitive or volitional strategies, while verifying intervention fidelity) or a control group for 16 sessions. Mathematical problem-solving skills were evaluated prior to the intervention, upon completion, and two months later. While all three intervention groups obtained significantly better results compared to the control group immediately after the intervention, volitional and metacognitive strategies showed the strongest and most lasting positive effects. We conclude that low-achieving students could benefit from learning self-regulation strategies, particularly when these strategies take into account the affective and motivational dynamics of learning. Enseñar autorregulación impacta positivamente en el desempeño en matemáticas. Pocos estudios han investigado ese impacto en el largo plazo, específicamente en estudiantes de bajo rendimiento. Este estudio cuasi-experimental evalúa los efectos de enseñar diferentes estrategias de autorregulación en la resolución de problemas matemáticos, en estudiantes de bajo rendimiento. Participaron 69 estudiantes de sexto grado de escuela primaria, asignados aleatoriamente a tres condiciones experimentales (estrategias cognitivas, metacognitivas o volitivas, verificando la fidelidad de la intervención) o grupo control. La resolución de problemas matemáticos fue evaluada previamente, al finalizar y 2 meses después de la intervención. Los tres grupos de intervención obtuvieron mejores resultados comparados con el control, finalizada la intervención. Las estrategias volitivas y metacognitivas mostraron los efectos positivos más fuertes y duraderos. Se concluye que estudiantes con bajo desempeño pueden beneficiarse de la enseñanza de estrategias de autorregulación, especialmente al considerar las dinámicas afectivas y motivacionales del aprendizaje. Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo 2021-02-08 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion text/html application/pdf text/xml https://redie.uabc.mx/redie/article/view/2945 10.24320/redie.2021.23.e02.2945 Revista Electrónica de Investigación Educativa; Vol. 23 (2021); 1 - 13 Revista Electrónica de Investigación Educativa; Vol. 23 (2021); 1 - 13 1607-4041 eng https://redie.uabc.mx/redie/article/view/2945/2067 https://redie.uabc.mx/redie/article/view/2945/2068 https://redie.uabc.mx/redie/article/view/2945/2077 Derechos de autor 2021 Daniel Trias Seferian, Cindy Mels Auman, Juan Antonio Huertas Martínez https://creativecommons.org/licenses/by-nc/4.0
institution REDIE
collection OJS
language eng
format Online
author Trias Seferian, Daniel
Mels Auman, Cindy
Huertas Martínez, Juan Antonio
spellingShingle Trias Seferian, Daniel
Mels Auman, Cindy
Huertas Martínez, Juan Antonio
Teaching to Self-Regulate in Mathematics: A Quasi-Experimental Study with Low-Achieving Elementary School Students
author_facet Trias Seferian, Daniel
Mels Auman, Cindy
Huertas Martínez, Juan Antonio
author_sort Trias Seferian, Daniel
title Teaching to Self-Regulate in Mathematics: A Quasi-Experimental Study with Low-Achieving Elementary School Students
title_short Teaching to Self-Regulate in Mathematics: A Quasi-Experimental Study with Low-Achieving Elementary School Students
title_full Teaching to Self-Regulate in Mathematics: A Quasi-Experimental Study with Low-Achieving Elementary School Students
title_fullStr Teaching to Self-Regulate in Mathematics: A Quasi-Experimental Study with Low-Achieving Elementary School Students
title_full_unstemmed Teaching to Self-Regulate in Mathematics: A Quasi-Experimental Study with Low-Achieving Elementary School Students
title_sort teaching to self-regulate in mathematics: a quasi-experimental study with low-achieving elementary school students
description Teaching students to self-regulate enhances their mathematics performance, yet few studies have investigated the long-term differential impact of particular self-regulation strategies specifically for low-achieving students. This quasi-experimental study evaluates the effect of teaching different self-regulation strategies on mathematical problem solving in low-achieving students. The participants were 69 sixth-grade elementary school students randomly assigned to one of three experimental groups (and taught predominantly cognitive, metacognitive or volitional strategies, while verifying intervention fidelity) or a control group for 16 sessions. Mathematical problem-solving skills were evaluated prior to the intervention, upon completion, and two months later. While all three intervention groups obtained significantly better results compared to the control group immediately after the intervention, volitional and metacognitive strategies showed the strongest and most lasting positive effects. We conclude that low-achieving students could benefit from learning self-regulation strategies, particularly when these strategies take into account the affective and motivational dynamics of learning.
publisher Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo
publishDate 2021
url https://redie.uabc.mx/redie/article/view/2945
_version_ 1798984260456022016

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