Mathematics Anxiety (MA) is an increasing challenge for mathematics educators and is a barrier to mathematical learning. Through reflection on the implementation of a lesson sequence designed to elicit regular use of explicit metacognitive questions (EMQ's), this paper explores the impact of the incorporation of self-regulated learning (SRL)…

This study investigated how a self-regulated learning intervention, implemented within a personalized learning environment, affected students' self-regulation, self-efficacy, and academic achievement at a middle school. The personalized learning environment in this study was two self-paced units within middle school seventh grade math classrooms.…

This study examines secondary school students' attitudes towards robotics, self-regulation skills, and meta-cognition awareness. The research was conducted in the correlational research model, one of the general survey models. The research sample comprised 68 secondary school students who attended a robotic course for two terms. The research data…

The purpose of this study was to develop and explore the factor structure of the Student Engagement in Social-Emotional Learning Skills (SE-SELS) survey, a newly designed assessment that assesses students' knowledge and use of five social-emotional learning skills (self-awareness, self-management, social awareness, relationship skills and…

This study investigated the mediator role of metacognitive self-regulation strategies in the relationship between students' perceptions of constructivist learning environments and critical thinking dispositions in science. The data were collected through self-report questionnaires from 678 Turkish seventh-grade students. Path analysis showed that…

This study aimed to investigate the impact of a flipped classroom on the self-regulated learning (SRL) and academic achievement of seventh-grade junior high school students. A quantitative approach was used to compare the traditional and flipped classroom approaches. The data were obtained using the Motivated Strategies for Learning Questionnaire…

This study aimed to investigate the role of students' classroom learning environment perceptions and teacher effectiveness in 7th grade students' self-regulation in science classes. Students' self-regulation was examined in terms of self-efficacy, achievement goals, and metacognitive strategy use which constitute important components of…

As Social and Emotional Learning (SEL) expands to focus on adolescent populations, the broadly accepted theoretical framework put forth by the Collaborative for Academic, Social, and Emotional Learning (CASEL) should be empirically tested for measurement utility. Using longitudinal data from the 4-H Study of Positive Youth Development, we first…

Existing research on self-management skills shows that measures of self-management predict student success. However, these conclusions are based on small samples or narrowly defined self-management measures. Using a rich longitudinal dataset of 221,840 fourth through seventh grade students, this paper describes self-management gaps across student…

The present study was part of a group randomized controlled trial in which 7th grade students were assigned to a yoga intervention or physical-education-as-usual. Sixteen students were randomly selected from the yoga condition to participate in one-on-one interviews. Qualitative analyses revealed 13 themes that were organized into two categories:…

Sixty-six students in a middle school in England were administered a questionnaire that tapped their metacognitive awareness of note-taking preferences and abilities. Students then were asked to provide a note-taking sample from a core history text so that their practices could be examined in relation to their claims. The results indicate that…

The authors investigated the effects of online discussion embedded within metacognitive guidance on mathematical literacy and self-regulated learning (SRL). They compared 4 instructional methods: online discussion embedded within metacognitive guidance (Online+Meta), online discussion without metacognitive guidance (Online), face-to-face…