“I can do math!”: A self‐regulated learning intervention to enhance math‐related motivational factors and performance in middle school
These findings underscore the value of integrating SRL interventions into regular math instruction and highlight the potential of such interventions to foster both math motivation and performance.
Authors
- Eleonora Doz (ORCID: https://orcid.org/0000-0003-3918-8728)
- Alessandro Cuder (ORCID: https://orcid.org/0000-0001-7767-4757)
- Maria Chiara Passolunghi (ORCID: https://orcid.org/0000-0001-6713-866X)
- Sandra Pellizzoni (ORCID: https://orcid.org/0000-0002-4424-0925)
- Federica Granello (ORCID: https://orcid.org/0009-0006-4473-3670)
Institutions
- University of Trieste (IT)
Publication Details
- Journal
- British Journal of Educational Psychology
- Published
- 2025-09-18
- DOI
- https://doi.org/10.1111/bjep.70034
- Citations
- 1
- Primary Topic
- Education, Achievement, and Giftedness
- Type
- article
- Field-Weighted Citation Impact
- 2.12
Funders
- European Commission