Metacognition, Motivation and Emotions: Contribution of Self-Regulated Learning to Solving Mathematical Problems

Global Education Review

Bracha Kramarski¹  Meirav Tzohar-Rozen² 

[1] Bar-Ilan University;Levinsky College of Education;

关键词: New York. Th is is an Open Access article distributed under the terms of the Creative Commons Attribution - Noncommercial 3.0 Unported License;    permitting all non - commercial use;    distribution;    and reproduction in any medium;    provided the original work is properly cited. Citation: Tzohar - Rosen;    Meirav & Kramarski;    Bracha (2014 ). Metacognition;    motivation and emotions: Contribution of self - regulated learning to solving mathematical problems. . Global Education Review;    1 ( 4 ) . 76 - 95. Metacognition;    M otivation;    and E motions: Contribution of S elf - R egulated L earning to S olving M athematical P roblems Meirav Tzohar - Rozen Levinsky College of Education Bracha Kramarski Bar - Ilan University Abstract Mathematical problem solving is one of t he most valuable aspects of mathematics education. It is also the most difficult for elementary - school students (Verschaffel;    Greer;    & De Corte;    2000). Students experience cognitive and metacognitive difficulties in this area and develop negative emotions and poor motivation;    which hamper their efforts ( 4T Kramarski;    3T 4T 3T 4T Weiss;    & Kololshi - Minsker 4T;    2010). The ages of nine through 11 seem to be the most critical for developing attitudes and emotional reactions towards mathematics (Artino;    2009). These metacognitive and motivational - emotional reactions are fundamental aspects of self - regulated learning (SRL);    a non - innate process which requires systematic;    explicit student training (Pintrich;    2000;    Zimmerman;    2000). Most self - regulation studies about problem solving tend to focus on metacognition;    few have explored the motivational - emotional component. This study developed;    examined;    and compared two SRL interventions dealing with two components of self - regulation: metacognitive regulation (MC) and motivational - emotio nal regulation (ME). The study conducted a two - group intervention to examine the possible effects on the self - regulation aspect of student problem - solving ability of increasing one group’s metacognitive awareness;    while leaving the motivational - emotional c omponent alone;    and of increasing the motivational - emotional awareness of the other group;    while leaving metacognitive awareness alone. It also examined the contribution of these components to students’ problem solving and self - regulation. Participants we re 118 fifth - grade students randomly assigned to two groups. The groups completed self - regulation questionnaires before and after intervention to examine metacognition;    motivation;    and emotion. Students also solved two forms of a 11T rithmetic series problems: verbal and numeric. 11T After intervention;    a novel transfer problem was also examined. The intervention consisted of 10 hours over five weeks. Following intervention;    the groups exhibited similar improvements in all problems. The MC group performed best in me tacognitive self - regulation;    and the ME group performed best in certain motivational - emotional aspects of self - regulation. Research implications are discussed. Key w ords 11T m etacognition 11T;    m otivation;    e 11T motions;    s elf - r egulated l earning (SRL);    metacognition;    emotions;    self-regulated learning;    mathematical problem solviing;   

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来源: DOAJ

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