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Global Education Review
Metacognition, Motivation and Emotions: Contribution of Self-Regulated Learning to Solving Mathematical Problems
Bracha Kramarski
1
  Meirav Tzohar-Rozen
2
 
[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
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and reproduction in any medium
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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
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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
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3T 4T 3T 4T Weiss
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& 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)
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a non - innate process which requires systematic
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explicit student training (Pintrich
;
2000
;
Zimmerman
;
2000). Most self - regulation studies about problem solving tend to focus on metacognition
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few have explored the motivational - emotional component. This study developed
;
examined
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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
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and of increasing the motivational - emotional awareness of the other group
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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
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motivation
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and emotion. Students also solved two forms of a 11T rithmetic series problems: verbal and numeric. 11T After intervention
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a novel transfer problem was also examined. The intervention consisted of 10 hours over five weeks. Following intervention
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the groups exhibited similar improvements in all problems. The MC group performed best in me tacognitive self - regulation
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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
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m otivation
;
e 11T motions
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s elf - r egulated l earning (SRL)
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metacognition
;
emotions
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self-regulated learning
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mathematical problem solviing
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DOI :
来源:
DOAJ
【 授权许可】
Unknown
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