Abstracts
Abstract
This study examines how one teacher supported low-achieving students’ self-regulated learning (SRL) in the context of a secondary mathematics class. The teacher’s scaffolding provided students with multiple opportunities to use feedback and adapt learning and study strategies. Data compared pre- and postmeasures of metacognitive skills, motivational beliefs, and learning and study behaviours, and examined the effects of directed practice on students’ developing SRL as well as their mathematics achievement. Results suggest the need for more research into the effects of individualized, targeted supports, particularly in assisting students in using metacognitive feedback to adapt learning strategies.
Keywords:
- self-regulated learning,
- self-regulated learning classroom support,
- secondary mathematics,
- motivational beliefs,
- metacognition
Résumé
Cette étude examine comment un enseignant a soutenu l’apprentissage autorégulé d’élèves peu performants dans le contexte d’un cours de mathématiques au secondaire. L’échafaudage de l’enseignant a fourni aux élèves de multiples occasions d’employer la rétroaction constructive et d’adapter les stratégies d’apprentissage et d’étude. Les données ont comparé les mesures (d’avant et d’après) des compétences métacognitives, des croyances motivationnelles et des comportements d’apprentissage et d’étude, et ont examiné les effets de la pratique dirigée sur le développement de l’apprentissage autorégulé des élèves ainsi que sur leurs résultats en mathématiques. Les résultats suggèrent le besoin de plus amples recherches sur les effets des soutiens individualisés et ciblés, spécifiquement afin d’aider les élèves à utiliser la rétroaction métacognitive pour adapter leurs stratégies d’apprentissage.
Mots-clés :
- apprentissage autorégulé,
- soutien en classe à l’apprentissage autorégulé,
- mathématiques secondaires,
- croyances motivationnelles,
- métacognition
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