Perels, Franziska ; Dignath, Charlotte ; Schmitz, Bernhard (2009)
Is it possible to improve mathematical achievement by means of self-regulation strategies? Evaluation of an intervention in regular math classes.
In: European Journal of Psychology of Education, 24
Artikel, Bibliographie
Kurzbeschreibung (Abstract)
After the effectiveness of self-regulation training outside school was demonstrated, a self-regulation intervention was developed to foster the learning achievement in regular math classes. Based on the theoretical framework of self-regulated learning, self-regulation training was integrated into a math class unit. The evaluation of the intervention concerning 53 sixth-grade students took place in a pretest/posttest-control-group design. One teacher taught one class (control group) merely mathematical topics and another class (experimental group) in the same subject combined with self-regulative strategies. The results revealed that it is possible to support self-regulation competencies and mathematical achievement by self-regulation interventin within regular mathematics lessons of 6th-grade students.
| Typ des Eintrags: | Artikel | ||||
|---|---|---|---|---|---|
| Erschienen: | 2009 | ||||
| Autor(en): | Perels, Franziska ; Dignath, Charlotte ; Schmitz, Bernhard | ||||
| Art des Eintrags: | Bibliographie | ||||
| Titel: | Is it possible to improve mathematical achievement by means of self-regulation strategies? Evaluation of an intervention in regular math classes | ||||
| Sprache: | Englisch | ||||
| Publikationsjahr: | 2009 | ||||
| Titel der Zeitschrift, Zeitung oder Schriftenreihe: | European Journal of Psychology of Education | ||||
| Jahrgang/Volume einer Zeitschrift: | 24 | ||||
| Kurzbeschreibung (Abstract): | After the effectiveness of self-regulation training outside school was demonstrated, a self-regulation intervention was developed to foster the learning achievement in regular math classes. Based on the theoretical framework of self-regulated learning, self-regulation training was integrated into a math class unit. The evaluation of the intervention concerning 53 sixth-grade students took place in a pretest/posttest-control-group design. One teacher taught one class (control group) merely mathematical topics and another class (experimental group) in the same subject combined with self-regulative strategies. The results revealed that it is possible to support self-regulation competencies and mathematical achievement by self-regulation interventin within regular mathematics lessons of 6th-grade students. |
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| Zusätzliche Informationen: | Impact Factor: 0.55 |
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| Fachbereich(e)/-gebiet(e): | 03 Fachbereich Humanwissenschaften > Institut für Psychologie 03 Fachbereich Humanwissenschaften |
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| Hinterlegungsdatum: | 22 Feb 2012 10:27 | ||||
| Letzte Änderung: | 05 Mär 2013 09:58 | ||||
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