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

Kód výsledku v 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>

Výsledek na webu

<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>

Jazyk výsledku

angličtina

Název v původním jazyce

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

Popis výsledku v původním jazyce

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.

Název v anglickém jazyce

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

Popis výsledku anglicky

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.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50103 - Cognitive sciences

Projekt

—

Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2022

Kód důvěrnosti údajů

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

Název periodika

Frontiers in Psychology

ISSN

1664-1078

e-ISSN

—

Svazek periodika

13

Číslo periodika v rámci svazku

neuveden

Stát vydavatele periodika

CH - Švýcarská konfederace

Počet stran výsledku

25

Strana od-do

1-25

Kód UT WoS článku

000875774800001

EID výsledku v databázi Scopus

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