The Effects of Self-Regulation Strategies on Middle School Students' Calibration Accuracy and Achievement

• In Event: Poster Session 14
  In Poster Session: Study Strategies, Motivation, and Self-Regulated Learning Interventions

Abstract

This study investigated the impact that self-regulation strategies have on metacognitive judgements (calibration) and mathematics achievement of typical and advanced achieving 7th grade mathematics students over a period of seven weeks. Self-regulation strategies, four square graphic organizers and vocabulary games were implemented with the treatment condition while online games were implemented with the control condition. The results revealed that participants in the treatment condition were more accurate in their calibrations than participants in the control condition, more specifically for postdiction accuracy. Although the participants in the treatment condition scored higher on their achievement tests than the participants in the control condition, there were no significant differences between the conditions.

Authors

• Deana Ford, Old Dominion University

• Linda Bol, Old Dominion University

• Jamie Colwell, Old Dominion University

• Melva R. Grant, Old Dominion University