Enhancing Self-Regulatory Skills Through an Intervention Embedded in a Middle School Mathematics Curriculum

• In Event: 60.084 - Roundtable Session 20
  In Roundtable Session: 60.084-21 - The Development of Self-Regulation Across Multiple Contexts

Abstract

We designed a self-regulated learning (SRL) intervention to improve participants’ calibration accuracy, self-regulatory skills, and math performance. Following Zimmerman’s (2000) SRL model, we targeted two specific processes, monitoring and self-reflection, which have been found to improve academic achievement and self-regulatory strategies. Using an experimental design, 30 sixth and seventh graders were randomly assigned to a treatment group or a control group. The treatment group received the self-regulation intervention in five 45 minute training sessions while learning a unit on probability. Results showed the intervention group had higher calibration accuracy and math performance compared to the control group. An implication was that a brief and well-targeted SRL intervention within a specific context (i.e., probability) can improve student performance and SRL.

Authors

• Gregory DiGiacomo, Seattle Public Shools

• Peggy P. Chen, Hunter College - CUNY