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.

Publisher

Hamline University

Source

School of Education Student Capstone Theses and Dissertations at Hamline University

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