摘要：AbstractThe purpose of this descriptive study was to examine how high, average, and low achieving elementary students engage in self-regulation in math. Participants were nine elementary students and their teachers from three different public schools who incorporated the International Baccalaureate Curriculum. Using a microanalytic methodology, students were asked a series of forethought, performance, and self-reflection process items about specific math problem solving. It was hypothesized that high achievers would display more self-regulated learning processes than either average or low achieving students. To provide a more detailed picture of self-regulatory functioning among the different math achievers, a case study of fifth grade students from each achievement level is also presented. Students’ reports of self-regulation were also compared with teacher ratings. Results also revealed that high achievers surpassed average achievers, who in turn surpassed the low achieving student in self-regulation. The results were discussed in terms of Zimmerman's social cognitive model of self-regulation. Implications, limitations, and future research are presented.
关键词：Self-regulation;differences in self-regulatory processes;mathematics;elementary students.
