Executive control, self-regulation trained in mathematics

  • F. P. C. M. de Jong
Part of the Recent Research in Psychology book series (PSYCHOLOGY)

Abstract

This research concerns an executive control training embedded in extra exercises for low achieving pupils in a mathematics course of a comprehensive school The study makes use of a pretest-posttest-control group design. Twenty-six pupils participated in the study. Regulation processes were registered by the thinking-aloud method and protocols were analysed to know the effect of the training on executive control Metacognitive knowledge was measured by a situational questionnaire. The training had a positive effect on the metacognitive knowledge of the training group in contrast to the control group and the pretest scores. It could be derived from the protocol analysis that more executive control took place by the training group than by the control group. A positive effect of the training was most evident for Testing processes as ‘Paraphrasing’ and ‘Checking answers’. The training also had positive effects on the learning performances of the training group. The training group became more homogeneous in performances than the control group which was trained by the ‘practices makes perfect’-method.

Keywords

Stein Lester 

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Copyright information

© Springer-Verlag Berlin Heidelberg 1990

Authors and Affiliations

  • F. P. C. M. de Jong
    • 1
  1. 1.Tilburg UniversityThe Netherlands

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