Linking student self‐regulated learning profiles to achievement and engagement in mathematics
Abstract
The current study identified self‐regulated learning (SRL) profiles of middle school students and examined differences among these profiles across classroom engagement and mathematics achievement outcomes. Using student motivational, regulatory, and contextual variables, cluster analysis revealed a four‐factor solution as most interpretable. The four clusters varied across two dimensions (i.e., SRL and perceived contextual supports) and levels...
Paper Details
Title
Linking student self‐regulated learning profiles to achievement and engagement in mathematics
Published Date
Nov 18, 2020
Journal
Volume
58
Issue
3
Pages
443 - 457
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