The role of classroom context in student self-regulated learning: an exploratory case study in a sixth-grade mathematics classroom
Year: 2006
Type: article
Abstract: The purpose of this qualitative case study was (a) to investigate the nature of the classroom practices (i.e., tasks and activities; instructional and motivational structures) that hold potential for impacting student self-efficacy and strategic learning in one sixthgrade mathematics classroom and (b) to explore the ways in which individual students' participation in these classroom practices potentially relates to their self-efficacy and strategic learning.The analytical tools and research incorporate concepts and principles drawn from sociocultural and social cognitive perspectives.In this embedded case-study, in addition to examining one particular classroom as a case, three students with different levels of mathematics achievement and selfregulatory competence were selected purposively for in-depth analysis.Data were gathered through a survey instrument, videotaped classroom observations, interviews with focal students, and student journals.The survey instrument was administered in January and April of the school year to assess the focal students' self-efficacy and strategy use in relation to each other and to other students in the class.Videotaped observations of classroom context and focal students were conducted from January to March.Data drawn from these observations were analyzed by using two analytical tools: three sources of efficacy (i.e., mastery experiences, vicarious experiences, and verbal persuasion) and three factors related to the transition from other-to self-regulation (i.e., I was also lucky to have friends who have been a great support in all ways.Gönül: thanks for always being there for me.Thanks for listening to my ideas, providing suggestions, helping me collect data, and being a companion during long-lasting work at coffee houses.Yeşim and Nejla: thank you so much for generously sharing your thoughts and experience.
Author: İffet Elif Yetkin Özdemir
Institution: The Ohio State University
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2346162989