The Effects of Self-Regulated Learning on Community College Students’ Metacognition and Achievement in Developmental Math

• In Event: Self-Regulated Learning Across Diverse Contexts and Populations

Abstract

The effects of training in self-regulation on metacognition and math achievement were investigated. The participants were 116 community college students enrolled in developmental math courses and randomly assigned to treatment and control groups. Participants in the treatment group completed four self-regulated learning exercises based on Zimmerman’s (2002) model. The weekly exercises were repeated for three weeks. Groups significantly differed, suggesting that training in self-regulated learning improves math achievement and metacognitive skills of these students. The findings further suggest that training in self-regulated learning improves math achievement and metacognition in the lowest level developmental math courses. Moderator effects of the demographic variables were not observed, indicating that the relationship between training and outcomes did not vary across gender, ethnicity, and age.

Authors

• Linda Bol, Old Dominion University

• Karen Campbell, Old Dominion University