Aspects of self-regulated learning and their influence on the mathematics achievement of 5th graders in the context of three different proclaimed curricula

Result code in IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F44555601%3A13430%2F22%3A43897249" target="_blank" >RIV/44555601:13430/22:43897249 - isvavai.cz</a>

Result on the web

<a href="https://www.frontiersin.org/articles/10.3389/fpsyg.2022.963151/full" target="_blank" >https://www.frontiersin.org/articles/10.3389/fpsyg.2022.963151/full</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.3389/fpsyg.2022.963151" target="_blank" >10.3389/fpsyg.2022.963151</a>

Result language

angličtina

Original language name

Aspects of self-regulated learning and their influence on the mathematics achievement of 5th graders in the context of three different proclaimed curricula

Original language description

Metacognition is considered as an important factor influencing mathematics achievement. Furthermore, the affective field including pupils? self-efficacy, interest and motivation are phenomena involved in mathematical problem-solving. On the other hand, metacognitive knowledge and metacognitive regulations are not a regular part of mathematics education in the Czech Republic. All together 1,133 students of Grade 5 from four types (traditional schools; schools teaching mathematics by genetic constructivism, i.e. Hejný?s method; Montessori schools; and Dalton schools) of Czech school were involved in the study. The four assessed variables, namely relation to mathematics; metacognitive knowledge; self-efficacy and motivation; metacognitive monitoring; and mathematical achievement were used as an input to regression analysis. The metacognitive regulation was detected as the most significant predictor of mathematics achievement for higher- and lower-performing students as well as for the item with high and low demands. This demonstrates the importance of including the activities for development of metacognitive regulation in mathematics education.

Czech name

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Czech description

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Type

J_imp - Article in a specialist periodical, which is included in the Web of Science database

CEP classification

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OECD FORD branch

50103 - Cognitive sciences

Project

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Continuities

S - Specificky vyzkum na vysokych skolach

Publication year

2022

Confidentiality

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Name of the periodical

Frontiers in Psychology

ISSN

1664-1078

e-ISSN

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Volume of the periodical

13

Issue of the periodical within the volume

neuveden

Country of publishing house

CH - SWITZERLAND

Number of pages

25

Pages from-to

1-25

UT code for WoS article

000875774800001

EID of the result in the Scopus database

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