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

Manuela Leidinger,Franziska Perels

doi:10.1155/2012/735790

Abstract

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.

Highlights

According to Boekaerts et al [1], the concept of selfregulation is used in a variety of psychological fields
In order to describe the training evaluation based on process data of the experimental group, interrupted time series were conducted for the trained self-regulated learning variables related to the units of the learning materials and trend analyses were conducted for the untrained variables selfefficacy, self-recording, and self-evaluation
The aim of the intervention was the enhancement of fourth grade students’ self-regulated learning by working on interdisciplinary teaching materials, which were related to particular strategies of Zimmerman’s self-regulation model [8]

Summary

Introduction

According to Boekaerts et al [1], the concept of selfregulation is used in a variety of psychological fields (see [2]). Regarding theories and models of self-regulation, there are different approaches to describe the construct. We refer to the self-regulation model developed by Zimmerman [8], who defines selfregulation as a cyclical process that “refers to self-generated thoughts, feelings, and actions that are planned and cyclically adapted to the attainment of personal goals” (page 15). The model distinguishes between three learning phases: the forethought or planning phase, the performance or volitional control phase, and the self-reflection phase. For each of these phases, two components are uniquely characterized which are again represented by specific processes

Methods

Results

Conclusion