How does the implementation of self-regulated learning strategies affect the academic achievement of eighth-grade algebra students.

摘要

Self-regulated learning strategies have evolved from many of the philosophies and beliefs held by cognitive theorists who have repeatedly looked at these strategies as methods to increase motivation in various aspects of life. The purpose of this study is to examine through an analysis of quantitative data, how the implementation of relatively simple self-regulation strategies, such as personal goal-setting, self-evaluation, and personal learning journals affects an eighth-grade algebra students' academic achievement levels and Relative Autonomy Index (RAI) scores. While many studies have analyzed the effects of self-regulated strategies on motivation, this study is intended to augment the body of research related to self-regulation strategies and their effects on student achievement scores.