Teaching to Self-Regulate in Mathematics: A Quasi-Experimental Study with Low-Achieving Elementary School Students

Teaching students to self-regulate enhances their mathematics performance, yet few studies have investigated the long-term differential impact of particular self-regulation strategies specifically for low-achieving students. This quasi-experimental study evaluates the effect of teaching different se...

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Autores: Trias Seferian, Daniel, Mels Auman, Cindy, Huertas Martínez, Juan Antonio
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2021
País:México
Institución:UNIVERSIDAD AUTÓNOMA DE BAJA CALIFORNIA
Repositorio:Revista Electrónica de Investigacion Educativa
Idioma:inglés
OAI Identifier:oai:ojs.redie.uabc.mx:article/2945
Acceso en línea:https://redie.uabc.mx/redie/article/view/2945
Access Level:acceso abierto
Palabra clave:mathematics
metacognition
motivation
emotion
learning
matemáticas
metacognición
motivación
emoción
aprendizaje
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spelling Teaching to Self-Regulate in Mathematics: A Quasi-Experimental Study with Low-Achieving Elementary School Students Enseñanza de la autorregulación en Matemáticas: estudio cuasiexperimental con escolares de bajo desempeñoTrias Seferian, DanielMels Auman, CindyHuertas Martínez, Juan AntoniomathematicsmetacognitionmotivationemotionlearningmatemáticasmetacogniciónmotivaciónemociónaprendizajeTeaching students to self-regulate enhances their mathematics performance, yet few studies have investigated the long-term differential impact of particular self-regulation strategies specifically for low-achieving students. This quasi-experimental study evaluates the effect of teaching different self-regulation strategies on mathematical problem solving in low-achieving students. The participants were 69 sixth-grade elementary school students randomly assigned to one of three experimental groups (and taught predominantly cognitive, metacognitive or volitional strategies, while verifying intervention fidelity) or a control group for 16 sessions. Mathematical problem-solving skills were evaluated prior to the intervention, upon completion, and two months later. While all three intervention groups obtained significantly better results compared to the control group immediately after the intervention, volitional and metacognitive strategies showed the strongest and most lasting positive effects. We conclude that low-achieving students could benefit from learning self-regulation strategies, particularly when these strategies take into account the affective and motivational dynamics of learning.Enseñar autorregulación impacta positivamente en el desempeño en matemáticas. Pocos estudios han investigado ese impacto en el largo plazo, específicamente en estudiantes de bajo rendimiento. Este estudio cuasi-experimental evalúa los efectos de enseñar diferentes estrategias de autorregulación en la resolución de problemas matemáticos, en estudiantes de bajo rendimiento. Participaron 69 estudiantes de sexto grado de escuela primaria, asignados aleatoriamente a tres condiciones experimentales (estrategias cognitivas, metacognitivas o volitivas, verificando la fidelidad de la intervención) o grupo control. La resolución de problemas matemáticos fue evaluada previamente, al finalizar y 2 meses después de la intervención. Los tres grupos de intervención obtuvieron mejores resultados comparados con el control, finalizada la intervención. Las estrategias volitivas y metacognitivas mostraron los efectos positivos más fuertes y duraderos. Se concluye que estudiantes con bajo desempeño pueden beneficiarse de la enseñanza de estrategias de autorregulación, especialmente al considerar las dinámicas afectivas y motivacionales del aprendizaje. Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo2021-02-08info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersiontext/htmlapplication/pdftext/xmlhttps://redie.uabc.mx/redie/article/view/294510.24320/redie.2021.23.e02.2945Revista Electrónica de Investigación Educativa; Vol. 23 (2021); 1 - 13Revista Electrónica de Investigación Educativa; Vol. 23 (2021); 1 - 131607-4041reponame:Revista Electrónica de Investigacion Educativainstname:UNIVERSIDAD AUTÓNOMA DE BAJA CALIFORNIAinstacron:UABCenghttps://redie.uabc.mx/redie/article/view/2945/2067https://redie.uabc.mx/redie/article/view/2945/2068https://redie.uabc.mx/redie/article/view/2945/2077Derechos de autor 2021 Daniel Trias Seferian, Cindy Mels Auman, Juan Antonio Huertas Martínezhttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessoai:ojs.redie.uabc.mx:article/29452024-08-22T16:52:59Z
dc.title.none.fl_str_mv Teaching to Self-Regulate in Mathematics: A Quasi-Experimental Study with Low-Achieving Elementary School Students
Enseñanza de la autorregulación en Matemáticas: estudio cuasiexperimental con escolares de bajo desempeño
title Teaching to Self-Regulate in Mathematics: A Quasi-Experimental Study with Low-Achieving Elementary School Students
spellingShingle Teaching to Self-Regulate in Mathematics: A Quasi-Experimental Study with Low-Achieving Elementary School Students
Trias Seferian, Daniel
mathematics
metacognition
motivation
emotion
learning
matemáticas
metacognición
motivación
emoción
aprendizaje
title_short Teaching to Self-Regulate in Mathematics: A Quasi-Experimental Study with Low-Achieving Elementary School Students
title_full Teaching to Self-Regulate in Mathematics: A Quasi-Experimental Study with Low-Achieving Elementary School Students
title_fullStr Teaching to Self-Regulate in Mathematics: A Quasi-Experimental Study with Low-Achieving Elementary School Students
title_full_unstemmed Teaching to Self-Regulate in Mathematics: A Quasi-Experimental Study with Low-Achieving Elementary School Students
title_sort Teaching to Self-Regulate in Mathematics: A Quasi-Experimental Study with Low-Achieving Elementary School Students
dc.creator.none.fl_str_mv Trias Seferian, Daniel
Mels Auman, Cindy
Huertas Martínez, Juan Antonio
author Trias Seferian, Daniel
author_facet Trias Seferian, Daniel
Mels Auman, Cindy
Huertas Martínez, Juan Antonio
author_role author
author2 Mels Auman, Cindy
Huertas Martínez, Juan Antonio
author2_role author
author
dc.subject.none.fl_str_mv mathematics
metacognition
motivation
emotion
learning
matemáticas
metacognición
motivación
emoción
aprendizaje
topic mathematics
metacognition
motivation
emotion
learning
matemáticas
metacognición
motivación
emoción
aprendizaje
description Teaching students to self-regulate enhances their mathematics performance, yet few studies have investigated the long-term differential impact of particular self-regulation strategies specifically for low-achieving students. This quasi-experimental study evaluates the effect of teaching different self-regulation strategies on mathematical problem solving in low-achieving students. The participants were 69 sixth-grade elementary school students randomly assigned to one of three experimental groups (and taught predominantly cognitive, metacognitive or volitional strategies, while verifying intervention fidelity) or a control group for 16 sessions. Mathematical problem-solving skills were evaluated prior to the intervention, upon completion, and two months later. While all three intervention groups obtained significantly better results compared to the control group immediately after the intervention, volitional and metacognitive strategies showed the strongest and most lasting positive effects. We conclude that low-achieving students could benefit from learning self-regulation strategies, particularly when these strategies take into account the affective and motivational dynamics of learning.
publishDate 2021
dc.date.none.fl_str_mv 2021-02-08
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://redie.uabc.mx/redie/article/view/2945
10.24320/redie.2021.23.e02.2945
url https://redie.uabc.mx/redie/article/view/2945
identifier_str_mv 10.24320/redie.2021.23.e02.2945
dc.language.none.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv https://redie.uabc.mx/redie/article/view/2945/2067
https://redie.uabc.mx/redie/article/view/2945/2068
https://redie.uabc.mx/redie/article/view/2945/2077
dc.rights.none.fl_str_mv Derechos de autor 2021 Daniel Trias Seferian, Cindy Mels Auman, Juan Antonio Huertas Martínez
https://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Derechos de autor 2021 Daniel Trias Seferian, Cindy Mels Auman, Juan Antonio Huertas Martínez
https://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv text/html
application/pdf
text/xml
dc.publisher.none.fl_str_mv Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo
publisher.none.fl_str_mv Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo
dc.source.none.fl_str_mv Revista Electrónica de Investigación Educativa; Vol. 23 (2021); 1 - 13
Revista Electrónica de Investigación Educativa; Vol. 23 (2021); 1 - 13
1607-4041
reponame:Revista Electrónica de Investigacion Educativa
instname:UNIVERSIDAD AUTÓNOMA DE BAJA CALIFORNIA
instacron:UABC
instname_str UNIVERSIDAD AUTÓNOMA DE BAJA CALIFORNIA
instacron_str UABC
institution UABC
reponame_str Revista Electrónica de Investigacion Educativa
collection Revista Electrónica de Investigacion Educativa
repository.name.fl_str_mv
repository.mail.fl_str_mv
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