Metacognition and Meta-Affect During Mathematics Problem Solving: Examination of Two Intervention Studies

• In Event: Poster Session 9
  In Poster Session: Motivation, Engagement, and Identity

Abstract

With increasing calls for self-regulated learning (SRL) that allows students to become actively engaged in learning, this study investigated the impact of two self-regulation programs: Meta-Cognition (MC) and Meta-Affect (MA) vs. a Control group on enhancing (a) Meta-cognition and Meta-affect, and (b) Solving mathematical problems (short term effect) and a novel transfer task (short and long term effect).
Mixed-methods analysis with thinking-aloud protocols indicated that both groups (MC, MA) outperformed the control group. The MC group was more successful in the meta-cognitive self-regulation aspect concerning planning, monitoring and evaluation, and the MA group was more successful in reducing their negative emotions such as fears and performance-avoiding mathematics. Differences between the two groups were demonstrated on a mathematics transfer task.

Authors

• Meirav Tzohar- Rozen, Levinsky College of Education

• Bracha Kramarski, Bar-Ilan University