OvercomingSelf RegulatoryDeficitsofAt RiskMathStudentsatanUrbanTechnicalCollege ASelf RegulatedLearning SRL Intervention BarryJ Zimmerman AdamMoylan JohnHudesman andBertFlugmanGraduateSchoolandUniversityCenterCityUniversityofNewYork ProjectfundedbyaGrantfromtheInstituteforEducationalSciences Setting NewYorkCityCollegeofTechnology population13 37037 1 Black non Hispanic 28 6 Hispanic15 9 Asian PacificIslander11 6 White non Hispanic 0 3 NativeAmerican7 Other80 ofincomingfreshmenreceiveneedbasedaidGraduationrateforassociatedegreestudentsaverages21 aftersixyearsOnly38 ofenteringfreshmenpasstheentranceexaminmathematics Whyaremanyminoritystudentsinaurbantechnicalcollegeat riskinmath Inadditiontoineffectivepriormathinstruction thesestudentsareoftendeficientinkeySRLskills suchas Theyoftenoverestimatetheirmathproficiencymetacognitivelyandunder prepareforexams Theyfailtoself evaluatetheireffortstolearnaccurately Theyfailtoattributeerrorstoshortcomingsinstrategy Theyfailtoadapttheirerroneousapproachestosubsequentmathproblems CyclicalSelf RegulatoryPhases ForethoughtPhaseTaskAnalysisGoalsettingStrategicplanningSelf MotivationBeliefsSelf efficacyOutcomeexpectationsIntrinsicinterest valueGoalorientation Self ReflectionPhaseSelf JudgmentSelf evaluationCausalattributionSelf ReactionSelf satisfaction affectAdaptive defensive PerformancePhaseSelf ControlSelf instructionImageryAttentionfocusingTaskstrategiesSelf ObservationMetacognitiveMonitoringSelf recording ASRLperspectiveonerrorsinmath ProblemsolvingerrorsarenotsignsofimperfectionbutratherareessentialsourcesofguidanceforSRL Errorsshouldbereflecteduponcarefullybecausetheyrevealalternativewaystosolvemathproblems SRLoccurswhenstudentsmakesuccessfuladaptationsfrompersonalerrors Studentsshouldbepraisedandgradedfavorablyforrecognizingandovercomingerrorsratherthancriticizedandpenalizedformakingthem PresentStudy Semester longclassroominterventionforundergraduates N 496 inchallengingmathcourses developmentalmath introductorycollegemath Particularfocuswasplacedonenhancingself reflectionprocessestoimprovestudents responsestoacademicfeedbackRandomassignmentofSstoSRLorcontrolclassrooms StrategicInstruction TeachermodelsspecificstrategiesateachstepoftheproblemTeacherwritesdownstrategiesclearlyontheboardinwordsTeacherexplainstothestudentsthattheyneedtowritedownstrategiesStudentsencouragedtomonitorstrategyuseduringmathproblemsolving IncreasedPracticeandFeedback TeachersetsasidetimeforstudentsengageinindividualpracticeofstrategiesforproblemsolvinganderrordetectionTeacherasksstudentstoverbalizeerrordetection problemsolvingstrategieswhilereviewingorworkingthroughpracticeproblemsTeacherasksstudentstochecktheirunderstanding discussanswerstoproblemsanderrors withpeersinpairsorgroups Quiz UsethefollowingratingscaletoanswerthequestionsbeforeandaftereachproblemDefinitelynotNotconfidentUndecidedConfidentVeryconfidentconfident12345 1 Dividebylongdivision QuizReflectionForm ErrorAnalysis RevisionSheet MA175Quiz Item Nowthatyouhavereceivedyourcorrectedquiz youhavetheopportunitytoimproveyourscore Completeallsectionsthoroughlyandthoughtfully Useaseparaterevisionsheetforeachnewproblem PLANITa Howmuchtimedidyouspendstudyingforthisquiz b Howmanypracticeproblemsdidyoudointhistopicarea inpreparationforthisquiz circleone 0 5 5 10 10 c Whatdidyoudotoprepareforthisquiz usestudystrategylisttoanswerthisquestion 2 Afteryousolvedthisproblem wasyourconfidenceratingtoohigh i e 4or5 Yes no3 Explainwhatstrategiesorprocesseswentwrongonthequizproblem QuizReflectionForm StrategicPractice PRACTICEIT4 Nowre dotheoriginalquizproblemandwritethestrategyyouareusingontheright QuizReflectionForm TransferofKnowledge 5 Howconfidentareyounowthatyou12345cancorrectlysolvethissimilaritem 6 Nowusethestrategytosolvethealternativeproblem 7 Howconfidentareyounowthatyou12345cancorrectlysolveasimilarproblemonaquizortestinthefuture DefinitelynotNotconfidentUndecidedConfidentVeryconfidentconfident ResearchDesign Thisstudyinvolvesadevelopmentalmathcourseandanintroductorycollege levelmathcourse Inbothcourselevels studentsarerandomlyassignedtoeithertheSRLorcontrolclassroom Thesampleinvolvedatotalof496studentsinremedialandcollege levelmathematicscourses Therewere4experimentalteachersand9controlteachersControlclassroomsreceivetraditionalremedialorcollege levelmathinstruction Thetwogroupsarecomparedusingmultipleexaminationmeasuresandcourse relatedself regulatorymeasures Self RegulationIntervention Traininstructorstobecome coachesofSRL 1 Trainedover3daysbeforesemester2 Weeklymeetingstoreviewimplementationbyinstructors3 Classroomcomponent modeling emulation strategycharts focusonerrorsassourcesofunderstanding B InstructorstrainedtouseSelf Reflectionformswithmathquizzes1 Correctingerrorsonquizzes2 Solvingalternativeproblems3 Gainingpointsonquizforself reflection MathAchievementMeasures Mathperiodicexams Threeuniform cumulativemathteststhatwereadministeredduringthesemesterwereusedasproblemsolvingperformancemeasures Studentswererequiredtofullywriteouttheirproblemsolvingprocesses ThisexamisdevelopedjointlybySRLandcontrolteachers Mathfinalexam Comprehensive department widefinalexamscoreswereusedasanotherachievementmeasure Self EfficacyMeasures Self efficacy Asameasureoftask specificmathself efficacy beforesolvingeachproblem studentsratedtheirconfidenceintheirabilitytosolvetheproblemcorrectlyusinga5 pointscale 1 definitelynotconfident 2 notconfident 3 undecided 4 confident iftherewasanerror thentheself efficacyscorewassubtractedfrom1 from4 with0beingcompletelyinaccurateand4completelyaccurate Self EvaluationMeasures Self evaluation Tomeasurepost performanceself evaluativejudgments studentsratedtheirconfidencethattheirresponseswerecorrectusingthesamescaleasfortheself efficacymeasure Self evaluationaccuracy Accuracycalibrationofpost performanceself evaluativejudgmentswasassessedsimilarlytoself efficacyaccuracy CorrelationsamongMeasures CombinedMathCourses DevelopmentalMathPerformance p 05 p 01 Errorbarsarestandarderrorsofthemean IntroductoryMathPerformance Self efficacyandSelf EvaluationResults TherewerenosignificantdifferencesbetweenSRLandcontrolgroupstudentsintheirself efficacyorself evaluationjudgments Themeanfortheself efficacybeliefwas3 43forControlsand3 39forSRLona5 pointscaleThemeansfortheself evaluationbeliefwas3 58forcontrolsand3 45forSRLThesemeansfallbetweenconfidentandundecided DevelopmentalMathCalibration IntroductoryMathCalibration WithinSRLGroupAnalyses Self reflectionrate ofself reflectionforms ofquizerrorsFormulaadjustsfordifferencesinSs opportunitiestousetheformbecausestudentswhomadefewererrorswou