The Effects of Self-Regulated Mathematics Instruction with Integrated Cognitive and Metacognitive Strategies on High School Students’ Self-Regulation Skills, Attitudes Toward Mathematics, and Motivation in Mathematics

(1) Background: In this study, the effect of the Structured Mathematics Teaching Plan Integrating Cognitive and Metacognitive Strategies Based on Self-Regulated Learning (MLP-SRL) on 11th-grade students’ self-regulation skills, attitudes toward mathematics, and motivation in mathematics was examined. (2) Methods: A mixed-methods approach was used. In the quantitative component, a quasi-experimental non-equivalent control group design was used, while semi-structured interviews were employed in the qualitative component. During the eight-week (48 class hours) intervention, the experimental group received instruction integrating cognitive and metacognitive strategies based on Zimmerman’s cyclical model, while the control group followed the current curriculum. Data were collected using the Self-Regulation Scale, the Attitude Toward Mathematics Scale, and the Mathematics Motivation Scale; quantitative data were analyzed using mixed ANOVA, while qualitative data were analyzed using content analysis. (3) Results: The MLP-SRL intervention significantly improved students’ self-regulation skills, attitudes toward mathematics, and motivation. Qualitative results indicated improvements in metacognitive monitoring, strategic problem-solving, goal setting, self-reflection, and conceptual error analysis. Students also reported reduced mathematics anxiety and the use of cognitive and metacognitive strategies across learning tasks. (4) Conclusions: Integrating cognitive and metacognitive strategies into self-regulated mathematics instruction supports students’ cognitive and affective development while strengthening strategy use, self-regulation, attitudes toward mathematics, and motivation.