Short-term self-regulatory strategy training, including within regular mathematics lessons, enhances students' self-regulatory judgments and mathematics performance¶

Claim · All claims
Evidence · 1 study (2 entries) · review r1 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q2 i? Self-regulatory strategy training greatly enhanced students' self-regulatory judgments and math performance among fifth and sixth graders. → Abdul Gafoor. K. 2016 q2 i? Self-regulation intervention within regular mathematics lessons supported self-regulation competencies and mathematical achievement. → Abdul Gafoor. K. 2016 (2)

Evidence¶

Abdul Gafoor. K. 2016¶

Abdul Gafoor. K., & Kurukkan, A. (2016). Self-Regulated Learning: A Motivational Approach for Learning Mathematics. International Journal of Education and Psychological Research, 5(3). https://ijepr.org/

q2 · i? · the article prints no effect size for this finding · review · r1

The review reports, citing Ramdass and Zimmerman (2008), that "It is possible to enhance students' self-regulatory judgments and math performance greatly through self-regulatory strategy training"; the reviewed experiment's design details were not read directly.

"It is possible to enhance students' self-regulatory judgments and math performance greatly through self-regulatory strategy training (Ramdass & Zimmerman, 2008)."

Abdul Gafoor. K. 2016 (2)¶

q2 · i? · the article prints no effect size for this finding · review · r1

The review attributes to Perels, Dignath and Schmitz (2009) the finding that self-regulation intervention within regular mathematics lessons of 6th-grade students supported self-regulation competencies and mathematical achievement; similar results are reported for eighth graders (Perels, Gurtler and Schmitz, 2005).

"Also, it is possible to support self-regulation competencies and mathematical achievement by self-regulation intervention within regular mathematics lessons of 6th-grade students (Perels, Dignath & Schmitz, 2009)."

Discussion¶

Metacognitive Strategies Improve Learning — the general claim this finding bears on, with the studies behind it
Strategy Instruction Improves Academic Performance — the general claim this finding bears on, with the studies behind it
Self-regulated learning improves achievement — a broader claim this one bears on
The SRL and SAL perspectives on student motivation and learning differ, and the article discusses those differences — related

Page metadata

Field	Value
`type`	`claim`
`id`	`short-srl-strategy-training-enhances-math-performance`
`title`	`Short-term self-regulatory strategy training, including within regular mathematics lessons, enhances students' self-regulatory judgments and mathematics performance`
`description`	`Short-term self-regulatory strategy training, including within regular mathematics lessons, enhances students' self-regulatory judgments and mathematics performance`
`status`	`review`
`evidence_strength`	`moderate`
`newest_evidence`	`2016`
`generated`	by `process:wiki-ingest` on `2026-09-25`
`trust`	unverified — no one has confirmed this page's content
`sources`	2 — `abdul-gafoor-k-2016`, `abdul-gafoor-k-2016-2`

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