Self-Regulated Learning in Elementary Mathematics: Presence and Predictors of Slowdown in Problem-Solving After Failure

• In Event: Self-Regulated Learning Development and Context

Abstract

Failure on a task provides a signal to learners that they may not meet their goals. Good self-regulated learners use this signal to engage control processes, such as focusing their attention or seeking help. Within this study, control is investigated through students’ slow-down in problem-solving after failure within a mathematics learning software. Results show fifth-graders take longer to solve puzzles immediately after failing the same puzzle. Students who display better monitoring and who are more motivated for mathematics are faster puzzle solvers overall, and are even faster on their second attempt. Results demonstrate the complexity of investigating Self-Regulated Learning (SRL) processes across grain sizes and provide some support for the use of solving speed as an indicator of SRL control.

Authors

• Teomara Rutherford, University of Delaware
  Presenting Author

• Andrew Rodrigues, University of Delaware
  Presenting Author

• Kerry Duck, University of Delaware
  Presenting Author