Self-Regulated Learning of Young Adolescents in a Mathematics Activity.

This paper examines how self-evaluation strategies contribute to helping students take control over their own learning processes. In addition to examining the role of self-evaluation when a student takes on and exercises control over an activity in the classroom, this paper takes into account homework assignments and the role of parents. Subjects (N=45) were in 6th-8th grade. They were distributed almost equally according to gender, grade level, and ability level. Twenty-nine parents completed a questionnaire about their child's homework assignment. The activity in class and the homework assignment consisted of a real-life mathematics task. The students compared products in two stores to choose the best bargains for a pre-determined checklist of school supplies. The mathematics involved arithmetic operations, percentages, and problem solving. Findings show that results obtained by grade 6 students were significantly higher than those of grade 7 and grade 8 students. This finding might indicate that the task was easier for grade 6 students. No differences were found between boys and girls regarding success at the task completed in class or at home. Gifted students performed better and had a higher level of agreement with their parent concerning the homework. Results highlight the complexity of the interaction between metacognition and motivational self-regulated variables. The importance of further research in this area is discussed. (Contains one figure, seven tables and 17 references.) (Author/MKA)