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.
Résumé
Envisageant la discussion sur l'effectivité d'entraîner l'autorégulation en dehors de l'enseignement scolaire, un programme d'intervention fut conçu à fin d'améliorer l'autorégulation académique des collégiens dans le cadre de l'enseignement régulier. Fondé à la théorie d'apprentissage autorégulé, une intervention qui se penche sur l'autorégulation fut intégrée dans une unité de leçons de mathématiques. L'évaluation de l'intervention pour 53 élèves de la cinquième eût lieu dans le contexte d'un design prétest-intervention-posttest avec un groupe contrôle. Dans une des deux classes (groupe contrôle), le professeur enseigna exclusivement des mathématiques; dans l'autre classe (groupe expérimental), elle enseigna la même matière ajoutant l'enseignement des stratégies d'autorégulation. Les résultats indiquent que les compétences de l'autorègulation et la performance en mathématiques peuvent être améliorées par une intervention d'autorégulation en classes régulières de mathématiques.
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Perels, F., Dignath, C. & Schmitz, B. Is it possible to improve mathematical achievement by means of self-regulation strategies? Evaluation of an intervention in regular math classes. Eur J Psychol Educ 24, 17–31 (2009). https://doi.org/10.1007/BF03173472
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DOI: https://doi.org/10.1007/BF03173472