The study investigates one mathematics teacher’s implementation of formative assessment and its effects on students’ self-regulated learning (SRL). A questionnaire administered before after the eight-month long intervention shows a significant effect, compared to two control classes, motivational beliefs involved in SRL. Qualitative data notable enhancement SRL behavior classroom. Analysis impl...

Self-regulated learning (SRL) includes the cognitive, metacognitive, behavioral, motivational, and emotional/affective aspects of learning. It is, therefore, an extraordinary umbrella under which a considerable number of variables that influence learning (e.g., self-efficacy, volition, cognitive strategies) are studied within a comprehensive and holistic approach. For that reason, SRL has becom...

After defining self-regulated learning (SRL), explaining its importance for all ability groups, and summarizing findings on gifted learners’ scarcer use of and lower preference for SRL, we describe two instructional modules designed for teaching SRL during regular classroom instruction and homework. We then explain how the modules are theoretically grounded in Zimmerman’s (1986, 2000) social-co...

Developing a sense of agency as a learner is at the heart of Self-Regulated Learning (SLR). If students in mathematics are going to become self-regulated learners they need to be confronted with opportunities that allow them to reveal their thinking and to observe and emulate the thinking of others. In what follows we begin by introducing SRL and exploring its connection with mathematics educat...

Self-regulated learning (SRL) is a complex process in which learners have been described to “personally activate and sustain cognitions, affects, and behaviors that are systematically oriented toward the attainment of personal goals” (Zimmerman & Schunk, 2011 , p. 1). Multiple theories of SRL (Pintrich, 2000 ; Winne & Hadwin, 1998 ; Winne, 2011 ; Zimmerman, 2000, 2011 ) describe this process an...

Foundation of Applied Mathematics is one the mathematics servicing courses for Diploma Science programme in Universiti Teknologi MARA (UiTM), Malaysia. This course was previously taught a physical classroom using direct confrontation. A few negative factors were found to contribute course’s failure rate: i) inadequate exercises, ii) poor study habit and iii) reluctance consult lecturer or optin...

Abstract Self-regulated learning (SRL) is the act of self-regulation during learning. Achieving mastery in SRL can benefit students by helping them complete their work, obtain higher grades school, and learn life skills to gain meaningful experiences establish identities. Most researchers have considered a process steps conformed it type experiment using quantitative methods interests reproduct...

self-regulation is the ability to regulate one’s cognition, behavior, actions, and motivation strategically and autonomously in order to achieve self-set goals including the learning of academic skills and knowledge. accordingly, self-regulated learning involves self-generated and systematic thoughts and behaviors with the aim of attaining learning goals. with that in mind, this study aimed to ...