Effects of Teachers’ Explicit Instruction of Self-Regulated Learning in Elementary School Mathematics Classes (Poster 23)

• In Event: AERA Poster Session Saturday 5:10 p.m.
  In Poster Session: Advances in STEM Learning and Educational Psychology

Abstract

We aimed to investigate effectiveness of elementary school teachers’ explicit instruction on self-regulated learning (SRL) during regular mathematics classes based on Zimmerman’s cyclical model of SRL. Four elementary school teachers and their eighty-eight students participated in two studies (nStudy1 = 43, nStudy2 = 45). Trained homeroom teachers tailored and delivered explicit instructions about SRL in 3rd and 6th grade mathematics classrooms. Participants were assigned to one of the two groups within a pretest-posttest quasi-experimental design: explicit SRL instruction and regular classroom instruction (REG). Synthesized results showed that the SRL group showed higher self-efficacy for SRL and performed better in math achievement tests than the REG groups. The SRL instructions were more effective for the 3rd graders than the 6th graders.

Authors

• Minhye Lee, Daegu National University of Education

• Jin Kyung Hong, Daegu Pyongri Elementary School

• Ji-in Son, Andong Gangnam Elementary School

• Yoonsun Jang, Daegu National University of Education