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Do You Reap What You Sow? The Relationship between Primary School Students' Self-Regulated Learning and Student, Teacher, and School Determinants
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Heirweg, Sofie; De Smul, Mona; Merchie, Emmelien; Devos, Geert; Van Keer, Hilde – School Effectiveness and School Improvement, 2021
Notwithstanding the importance of self-regulated learning (SRL), several studies have shown that schools and teachers struggle to promote SRL. Also, many students encounter difficulties with effectively regulating their learning. Therefore, the present study explores potential hampering and supporting factors for SRL implementation by…
Descriptors: Correlation, Elementary School Students, Metacognition, Self Efficacy
Determinants of Self-Regulated Learning Practices in Elementary Education: A Multilevel Approach
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Thomas, Valérie; Peeters, Jeltsen; De Backer, Free; Lombaerts, Koen – Educational Studies, 2022
Research indicated overwhelmingly the desirability of self-regulated learning (SRL) in elementary education and the role of teachers therein. Specifically, revealing correlates of teachers' engagement in SRL classroom activities is desirable. The study's main aim is to identify teacher and school mechanisms that facilitate or impede elementary…
Descriptors: Metacognition, Teaching Methods, Elementary School Students, Teacher Role
Too Anxious to Be Confident? A Panel Longitudinal Study into the Interplay of Mathematics Anxiety and Metacognitive Monitoring in Arithmetic Achievement
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Bellon, Elien; Fias, Wim; De Smedt, Bert – Journal of Educational Psychology, 2021
Both mathematics anxiety and metacognitive monitoring have been identified as associated with or predictive of individual differences in arithmetic achievement in primary school children. Although there are various theoretical reasons for an association between mathematics anxiety and metacognitive monitoring, it is unclear at the empirical level…
Descriptors: Mathematics Anxiety, Metacognition, Arithmetic, Mathematics Achievement
Metacognition and Motivation in School-Aged Children with and without Mathematical Learning Disabilities in Flanders
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Baten, Elke; Desoete, Annemie – ZDM: The International Journal on Mathematics Education, 2019
The role of metacognitive postdiction accuracy and autonomous and controlled motivation in mathematics was explored in elementary school children (n = 208) within two perspectives, related to sample characteristics. A first study was set up in a population-based cohort. A second study was set up with children with and without a documented…
Descriptors: Metacognition, Learning Motivation, Accuracy, Self Evaluation (Individuals)
Metacognition and Motivation as Predictors for Mathematics Performance of Belgian Elementary School Children
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Desoete, Annemie; Baten, Elke; Vercaemst, Vera; De Busschere, Ann; Baudonck, Myriam; Vanhaeke, Jennis – ZDM: The International Journal on Mathematics Education, 2019
In this paper, we investigate the role of metacognitive postdiction skills, intrinsic motivation and prior proficiency in mathematics as Propensity factors within the opportunity-propensity (O-P) model of learning. We tested Belgian children from Grade 1 till 6 in January and June. The study revealed overlapping yet different predictors for…
Descriptors: Foreign Countries, Elementary School Students, Mathematics Achievement, Prior Learning
The Development of a Questionnaire on Metacognition for Students in Higher Education
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Meijer, Joost; Sleegers, Peter; Elshout-Mohr, Marianne; van Daalen-Kapteijns, Maartje; Meeus, Wil; Tempelaar, Dirk – Educational Research, 2013
Background: Interest in the role of metacognition has been steadily rising in most forms of education. This study focuses on the construction of a questionnaire for measuring metacognitive knowledge, metacognitive regulation and metacognitive responsiveness among students in higher education and the subsequent process of testing to determine its…
Descriptors: Factor Analysis, Higher Education, Independent Study, Questionnaires