ArticleFrontiers in psychology2024
Toward self-regulated learning: effects of different types of data-driven feedback on pupils' mathematics word problem-solving performance.
Article in Frontiers in psychology, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
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Who cites it
2 citing papers in PubMed.
- Beyond personality traits: a motivation-self-regulation model of mathematical problem-solving through self-efficacy and mathematical thinking.Frontiers in psychology · 2026Article
- Associations of calligraphy practice with executive function and transfer: a cross-sectional comparison of professional calligraphers and beginners.Frontiers in psychology · 2026Article
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Authors and funding
5 authors.
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Abstract
Introduction: Mathematical word problems refer to word problems where the information that is presented needs to be integrated, typically into a mathematical formula, to arrive at a solution to the problem. When solving mathematics word problems, elementary school students often have difficulties improving their performance due to a lack of self-regulated learning (SRL). However, SRL can be developed by adopting an appropriate teaching approach which offers quantitative feedback or learning prompts. With the sophistication of interactive and data-driven feedback technology, it is possible to provide timely and personalized strategies for promoting students' SRL. Methods: In this study, an interactive e-book editing platform was used to design self-regulation-level-based feedback(SRLF) and task-level-based feedback(TLF) teaching models, which were respectively conducted in two similar fifth-grade classes for the mathematics word problem solving lessons. Results: Using ANCOVA and repeated ANOVA, this study found that (1) the SRLF had a remarkably greater impact on elementary school students' mathematics word problem-solving performance than the TLF, with a partial
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