Title

The Effects of Self-Regulation Interventions on Math Students

Date of Award

Fall 12-18-2020

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in Curriculum & Instruction

Department

Graduate Studies

Committee Chair

Aaron Peterson

Keywords

self regulation, motivation, metacognition, math

Abstract

Learning is about one’s relationship with one’s self and one’s ability to exert the effort, self-control, and critical self-assessment necessary to achieve the best results. Learning also requires overcoming risk aversion, failure, distractions, anxiety, and sheer laziness in the pursuit of real achievement. This is self-regulated learning. (Nilson, 2013). The purpose of this study was to determine the effectiveness of a self-regulation intervention on math students. Students in a high school math class received self-regulation interventions for six weeks. The intervention involved students assessing their own understanding of practice problems. Students who chose to participate in the study took a self-regulation survey before and after the intervention to determine the effects of the interventions on the students. Only students whose legal guardian gave informed consent participated in the study.

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