Effects of the Self-Regulation Empowerment Program (SREP) on middle school students' strategic skills, self-efficacy, and mathematics achievement

Timothy J. Cleary, Brittany Velardi, Bracha Schnaidman

Research output: Contribution to journalArticlepeer-review

29 Scopus citations

Abstract

The current study examined the effectiveness of an applied self-regulated learning intervention (Self-Regulation Empowerment Program (SREP)) relative to an existing, school-based remedial mathematics intervention for improving the motivation, strategic skills, and mathematics achievement of academically at-risk middle school students. Although significant group differences in student self-regulated learning (SRL) were not observed when using self-report questionnaires, medium to large and statistically significant group differences were observed across several contextualized, situation-specific measures of strategic and regulatory thinking. The SREP group also exhibited a statistically significant and more positive trend in achievement scores over two years in middle school relative to the comparison condition. Finally, SREP students and coaches reported SREP to be a socially-valid intervention, in terms of acceptability and importance. The importance of this study and critical areas for future research are highlighted and discussed.

Original languageEnglish (US)
Pages (from-to)28-42
Number of pages15
JournalJournal of School Psychology
Volume64
DOIs
StatePublished - Oct 1 2017

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology

Keywords

  • Intervention
  • Mathematics
  • Middle school
  • Motivation
  • Self-efficacy
  • Self-regulated learning
  • Strategic skills

Fingerprint Dive into the research topics of 'Effects of the Self-Regulation Empowerment Program (SREP) on middle school students' strategic skills, self-efficacy, and mathematics achievement'. Together they form a unique fingerprint.

Cite this