Abstract
Preparing students to become self-regulated learners has become an important goal of primary education. Therefore, it is important to investigate how we can improve self-monitoring and self-regulation accuracy in primary school students. Focusing on mathematics problems, we investigated whether and how (1) high- and low-performing students differed in their monitoring accuracy (i.e., extent to which students’ monitoring judgments match their actual performance) and regulation accuracy (i.e., extent to which students’ regulation judgments regarding the need for further instruction/practice match their actual need), (2) self-scoring improved students’ monitoring and regulation accuracy, (3) high- and low-performing students differed in their monitoring and regulation accuracy after self-scoring, and (4) students’ monitoring and regulation judgments are related. On two days, students of 9 − 10 years old from 34 classes solved multiplication and division problems and made monitoring and regulation judgments after each problem type. Next, they self-scored their answers and again made monitoring and regulation judgments. On the multiplication problems, high-performing students made more accurate monitoring and regulation judgments before and after self-scoring than low-performing students. On the division problems, high-performing students made more accurate monitoring judgments before self-scoring than low-performing students, but after self-scoring this difference was no longer present. Self-scoring improved students’ monitoring and regulation accuracy, except for low- and high-performing students’ regulation accuracy on division problems. Students’ monitoring and regulation judgments were related. Our findings suggest that self-scoring may be a suitable tool to foster primary school students’ monitoring accuracy and that this translates to some extent into more accurate regulation decisions.
Highlights
Preparing students to become self-regulated learners has become an important goal of primary education
The present study aims to make a novel contribution to the literature by investigating (1) how students’ monitoring accuracy and regulation accuracy when practicing problem solving, differs between low- and high-performing students, (2) whether self-scoring, an intervention that has been shown to be effective on other types of learning tasks (Van Loon & Roebers, 2017), has beneficial effects on students’ monitoring and regulation accuracy on problem-solving tasks, (3) whether there is a differential effect of self-scoring for low- and high-performing students, and (4) whether monitoring and regulation are related
It remains an open question to what extent primary school students are capable of making accurate regulation judgments in the context of problem solving and whether their regulation judgments are based on their monitoring judgments
Summary
Preparing students to become self-regulated learners has become an important goal of primary education. The present study aims to make a novel contribution to the literature by investigating (1) how students’ monitoring accuracy and regulation accuracy when practicing problem solving, differs between low- and high-performing students, (2) whether self-scoring, an intervention that has been shown to be effective on other types of learning tasks (Van Loon & Roebers, 2017), has beneficial effects on students’ monitoring and regulation accuracy on problem-solving tasks, (3) whether there is a differential effect of self-scoring for low- and high-performing students, and (4) whether monitoring and regulation are related. A potential consequence of regulation that is too optimistic is that students might not seek additional instruction or quit practicing too early and learn less than students who make more accurate judgments
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