PROCEEDINGS OF THE 23RD ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2020
Boston, Massachusetts
Links between engagement in self-regulation and performance
Page: 1079
This study investigates how student engagement with a self-regulatory activity is linked to subsequent student performance. College Algebra students were given an activity that was focused on the planning, monitoring, and evaluating aspects of self-regulation within the context of completing the square. Responses on this self-regulatory activity were compared to performance on completing the square problems on exams. We discuss cases of an engaged, a moderately engaged, and a disengaged student and link to exam performance. Further, we share how findings are impacting future revisions of this self-regulation activity.