Children's self‐regulated learning profile in language and mathematics: The role of task value beliefs

Abstract

This study explored the self-regulated learning (SRL) profile of upper elementary (fifth and sixth grade) school children who were differentiated in their task value beliefs (low and high) in language and mathematics. Students' SRL profile involved their teachers' ratings of achievement outcomes and SRL behaviors. The subscale of task value beliefs from the Motivational Self-Regulated Learning Questionnaire (MSLQ) was administered to the children, and their teachers completed a battery of scales and measurements concerning students' achievement and SRL behaviors. The results confirm previous evidence indicating that SRL involves high levels of motivation, metacognition, and strategic action. Furthermore, the results support the domain-specific character of task value beliefs. Differences in teachers' evaluations about the achievement outcomes and SRL behaviors regarding the two groups of students (low and high in task value beliefs) were found significant mostly in the domain of mathematics. Students with high value beliefs in mathematics were described as more cognitively, metacognitively, and motivationally competent learners as compared to students with lower value beliefs. The results suggest that future intervention studies should focus on strengthening task value beliefs in "threatening" school subjects, such as mathematics, from the elementary school years. C 2010 Wiley Periodicals, Inc.Self-regulated learning (SRL) has recently emerged as an important construct in education with the focus on the way students initiate, monitor, and exert control over their own learning

Teaching methods for modelling problems and students’ task-specific enjoyment, value, interest and self-efficacy expectations

“…Other studies indicate that positive changes in task values can improve affect and academic achievements in mathematics in self-regulated learning environments (e.g. Metallidou & Vlachou, 2010).…”

“…From the perspective of these theories, it can be assumed that students' motivation to learn is influenced by the importance attributed to learning and its objects (Wigfield & Eccles, 1992, 2000. Metallidou and Vlachou (2010) show that students with high value beliefs in mathematics are described by teachers in self-regulated learning environments as better learners in the cognitive, metacognitive and motivational domains.…”

Personal and contextual antecedents of achievement goals: Their direct and indirect relations to students' learning strategies

“…Similarly to previous studies that used students of that age (Metallidou & Vlachou, 2010) three aspects of fifth and sixth grade students' learning strategies as outlined by Pintrich and De Groot (1990) were assessed. Specifically, students' were asked to report on a 5-point Likert-type scale ranging from 1 (Not at all true of me) to 5 (Very true of me) to what extent they (a) recruit critical thinking (5 items; e.g., "I often find myself questioning things I hear or read in this course to decide if I find them convincing"; α = .69), (b) employ metacognitive self-regulation (5 items; e.g., "When I become confused about something I'm reading for my class, I go back and try to figure it out"; α=.61), and (c) regulate their effort in an efficient way (3 items; e.g., "I work hard to do well in this class even if I don't like what we are doing"; α=.65).…”

Gender and Ethnicity Differences Manifested in Chemistry Achievement and Self-Regulated Learning

“…Particularly the studies of secondary education have shown that SRL factors predict academic achievement (Wolters, 1999) because of autonomy of learning as well as increased contextual complexity. Besides, there have been many studies of SRL which indicated that students equipped with higher level of knowledge and effective use of SRL strategies have been successful in obtaining higher literacy abilities (Schunk & Zimmerman, 2007), mathematics (Metallidou & Vlachou, 2010;Belal-Rabab'h & Arsaythamby, 2015), and science skills (Cleary et al, 2008).…”