Linking student self‐regulated learning profiles to achievement and engagement in mathematics

Abstract

The current study identified self‐regulated learning (SRL) profiles of middle school students and examined differences among these profiles across classroom engagement and mathematics achievement outcomes. Using student motivational, regulatory, and contextual variables, cluster analysis revealed a four‐factor solution as most interpretable. The four clusters varied across two dimensions (i.e., SRL and perceived contextual supports) and levels (i.e., high and low). Students who reported strong SRL skills displayed the most adaptive outcomes, in terms of both classroom engagement and mathematics achievement. The least adaptive profile included students who reported poor SRL skills and who exhibited a weak connection to school and perceived support from teachers. This latter cluster displayed statistically significant lower standardized mathematics achievement scores than all other clusters. Implications and directions for future research are emphasized.

Self-regulated learning, online mathematics learning engagement, and perceived academic control among Chinese junior high school students during the COVID-19 pandemic: A latent profile analysis and mediation analysis

“…Previous studies have preliminarily explored the latent classes of self-regulated learning. Using student motivational, regulatory, and contextual variables, the cluster analysis method was adopted to explore different combinations of motivation/self-regulation variables and contextual variables ( Cleary et al, 2021 ). The study found that students mainly were divided into four classes in mathematics learning activities: High SRL-high Support, Solid SRL-low Support, Very Low SRL-low Support, and Low SRL-supported.…”

Nursing Students’ Learning Engagement Experiences During the COVID-19 Pandemic in Namibia: Implications for Nursing Education

“…The findings of this research show that blended learning resulted in positive discoveries about student engagement that included strategies such as carrying out tasks, following rules, and readily adapting to blended learning. This is a significant finding given that much literature suggests that most students possess poor self-regulation and learning strategies ( Cleary et al, 2021 ; Viberg et al, 2020 ). Self-regulated learning is a skill that is closely linked to academic achievement and has the potential to shape learners’ trajectories in both their educational pursuits and professional endeavors ( Carter et al, 2020 ; Viberg et al, 2020 ).…”

Examination of secondary school students' perceptions of mathematics course self-efficiency in Azerbaijan and Türkiye

“…Today, mathematics education aims to raise individuals who do research, question, communicate effectively, and use mathematical thinking styles effectively both in daily life and in professional life. Mathematical thinking is the effective use of rules and processes to reach a specific result in a mathematical situation (Yeşildere, 2006;Cleary, Slemp & Pawlo, 2021). Mathematics is generally perceived as a lesson in which students are afraid of making mistakes, cannot ask permission to speak, and therefore fail (Altun, 2010).…”