Metacognition and Learning

, Volume 6, Issue 3, pp 255–273

Self-monitoring of self-regulation during math homework behaviour using standardized diaries

Article

DOI: 10.1007/s11409-011-9076-6

Cite this article as:
Schmitz, B. & Perels, F. Metacognition Learning (2011) 6: 255. doi:10.1007/s11409-011-9076-6

Abstract

This study aims at enhancing math learning and general self-regulation by supporting daily self-regulated learning during math homework. The authors use standardized diaries as a self-monitoring tool to support self-regulatory behaviour. Following the theory of self-monitoring, frequent selfmonitoring of self-regulation will lead to an enhancement of self-regulated learning. Complete data stem from a sample of 195 8th grade students. 95 students from the experimental group answer questions in diaries for a period of 49 days and participate in the pre-post measurement whereas the control group only works on the pre- and posttests. The diary consists of questions regarding main components of self-regulation. The time-series analyses of the diary variables show a positive linear trend for self-regulation. The results of the analyses of variance for the pre-post experimental-control group comparison yielded time by group interactions for self-regulation and the math test.

Keywords

Self-monitoringSelf-regulationDiariesTime-seriesHomeworkMath

Copyright information

© Springer Science + Business Media, LLC 2011

Authors and Affiliations

  1. 1.University of Technology, DarmstadtDarmstadtGermany
  2. 2.University of the Saarland, SaarbrückenSaarbrückenGermany