Increasing student motivation and self-regulated learning in an at-risk math classroom
Term
2010
Capstone
Thesis
Degree Name
MAEd
Abstract
This mixed methods study examines the core research question of How can motivation and self-regulated learning be increased in Math Lab, a student driven math classroom for at-risk learners? Through surveys, student goal and self-reflection journals, and course completion data, the process of increasing student motivation and self-regulatory behaviors is explored. The study indicates that self-efficacy is a driving factor and fundamental building block in the process. The main conclusions are that students have strong feelings about their abilities that are deep rooted. Changing self-efficacy beliefs is the first step, but that will not happen overnight. Goal-setting and student journals help students to honestly share their beliefs and find success in their everyday work.
Recommended Citation
Thunshelle, Katie, "Increasing student motivation and self-regulated learning in an at-risk math classroom" (2010). School of Education and Leadership Student Capstone Theses and Dissertations. 2361.
https://digitalcommons.hamline.edu/hse_all/2361