Graduate School of Applied Professional Psychology (GSAPP), Rutgers, The State University of New, Jersey.
Graduate School of Applied Professional Psychology (GSAPP), Rutgers, The State University of New, Jersey.
J Sch Psychol. 2017 Oct;64:28-42. doi: 10.1016/j.jsp.2017.04.004. Epub 2017 May 1.
The current study examined the effectiveness of an applied self-regulated learning intervention (Self-Regulation Empowerment Program (SREP)) relative to an existing, school-based remedial mathematics intervention for improving the motivation, strategic skills, and mathematics achievement of academically at-risk middle school students. Although significant group differences in student self-regulated learning (SRL) were not observed when using self-report questionnaires, medium to large and statistically significant group differences were observed across several contextualized, situation-specific measures of strategic and regulatory thinking. The SREP group also exhibited a statistically significant and more positive trend in achievement scores over two years in middle school relative to the comparison condition. Finally, SREP students and coaches reported SREP to be a socially-valid intervention, in terms of acceptability and importance. The importance of this study and critical areas for future research are highlighted and discussed.
本研究考察了应用自我调节学习干预（自我调节赋能计划（SREP））相对于现有的基于学校的补救性数学干预对提高有学术风险的中学生的动机、策略技能和数学成就的有效性。尽管使用自我报告问卷时并未观察到学生自我调节学习（SRL）方面的显著组间差异，但在几个情境化的、特定于情境的策略和监管思维的衡量标准中，观察到了中等至较大且具有统计学意义的组间差异。SREP 组在中学两年的成绩中也表现出统计学上显著且更为积极的趋势，与对照组相比。最后，SREP 学生和教练报告说，SREP 在可接受性和重要性方面是一种具有社会有效性的干预措施。强调并讨论了这项研究的重要性和未来研究的关键领域。
