Examining cyclical phase relations and predictive influences of self-regulated learning processes on mathematics task performance

The current study used microanalytic interviews and behavioral traces to examine sequential phase relations among forethought, performance, and self-reflection processes, and to investigate the predictive influence of these processes on mathematics performance of 96 eighth grade students. Consistent with expectations, students’ microanlaytic goals and strategic plans (i.e., forethought phase) correlated at a statistically significant level with...