Schmitz, Bernhard ; Perels, Franziska (2011)
Self-monitoring of self-regulation during math homework behavior using standardized diaries.
In: Metacognition and Learning, 6 (3)
Artikel, Bibliographie
Kurzbeschreibung (Abstract)
Abstract This study aims at enhancing math learning and general self-regulation by supporting daily self-regulated learning during math homework. The authors use standardized diaries as a self-monitoring tool to support self-regulatory behaviour. Following the theory of self-monitoring, frequent selfmonitoring of self-regulation will lead to an enhancement of self-regulated learning. Complete data stem from a sample of 195 8th grade students. 95 students from the experimental group answer questions in diaries for a period of 49 days and participate in the pre-post measurement whereas the control group only works on the pre- and posttests. The diary consists of questions regarding main components of self-regulation. The time-series analyses of the diary variables show a positive linear trend for self-regulation. The results of the analyses of variance for the pre-post experimental-control group comparison yielded time by group interactions for self-regulation and the math test.
| Typ des Eintrags: | Artikel | ||||
|---|---|---|---|---|---|
| Erschienen: | 2011 | ||||
| Autor(en): | Schmitz, Bernhard ; Perels, Franziska | ||||
| Art des Eintrags: | Bibliographie | ||||
| Titel: | Self-monitoring of self-regulation during math homework behavior using standardized diaries | ||||
| Sprache: | Englisch | ||||
| Publikationsjahr: | 2011 | ||||
| Titel der Zeitschrift, Zeitung oder Schriftenreihe: | Metacognition and Learning | ||||
| Jahrgang/Volume einer Zeitschrift: | 6 | ||||
| (Heft-)Nummer: | 3 | ||||
| Kurzbeschreibung (Abstract): | Abstract This study aims at enhancing math learning and general self-regulation by supporting daily self-regulated learning during math homework. The authors use standardized diaries as a self-monitoring tool to support self-regulatory behaviour. Following the theory of self-monitoring, frequent selfmonitoring of self-regulation will lead to an enhancement of self-regulated learning. Complete data stem from a sample of 195 8th grade students. 95 students from the experimental group answer questions in diaries for a period of 49 days and participate in the pre-post measurement whereas the control group only works on the pre- and posttests. The diary consists of questions regarding main components of self-regulation. The time-series analyses of the diary variables show a positive linear trend for self-regulation. The results of the analyses of variance for the pre-post experimental-control group comparison yielded time by group interactions for self-regulation and the math test. |
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| Zusätzliche Informationen: | Impact Factor: 0.038 |
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| Fachbereich(e)/-gebiet(e): | 03 Fachbereich Humanwissenschaften > Institut für Psychologie 03 Fachbereich Humanwissenschaften |
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| Hinterlegungsdatum: | 02 Mär 2012 13:13 | ||||
| Letzte Änderung: | 05 Mär 2013 09:59 | ||||
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