Document Type
Conference Paper
Publication Date
2018
Pages
1-14 pp.
Conference Name
2018 annual meeting of the American Educational Research Association (AERA), New York, NY, April 13-17
Abstract
This study investigated the impact that self-regulation strategies have on metacognitive judgements (calibration) and mathematics achievement of typical and advanced achieving 7th grade mathematics students over a period of seven weeks. Self-regulation strategies, four square graphic organizers and vocabulary games were implemented with the treatment condition while online games were implemented with the control condition. The results revealed that participants in the treatment condition were more accurate in their calibrations than participants in the control condition, more specifically for postdiction accuracy. Although the participants in the treatment condition scored higher on their achievement tests than the participants in the control condition, there were no significant differences between the conditions.
ORCID
0000-0002-7037-1718 (Colwell), 0000-0001-5396-0732 (Grant)
Original Publication Citation
Ford, D. L., Bol, L., Colwell, J., & Grant, M. (2018). The effects of self-regulation strategies on middle school students' calibration accuracy and achievement. Paper presented at the 2018 annual meeting of the American Educational Research Association (AERA), New York, NY. https://www.aera.net/Publications/Online-Paper-Repository
Repository Citation
Ford, Deana; Bol, Linda; Colwell, Jamie; and Grant, Melva R., "The Effects of Self-Regulation Strategies on Middle School Students' Calibration Accuracy and Achievement" (2018). Teaching & Learning Faculty Publications. 164.
https://digitalcommons.odu.edu/teachinglearning_fac_pubs/164
Included in
Educational Methods Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Science and Mathematics Education Commons, Secondary Education Commons
Comments
Included with the kind permission from the author(s).
© 2018 by the author(s).