Self-regulated learning: the effect on student’s mathematics achievement

Abstract

Self-Regulated Learning (SRL) is a very important ability for students in learning process. Students who have Self-Regulated Learning will be able to plan goals, plan strategies, manage behaviors, and evaluate self-improvement. The purpose of this article is to analyze the results of research on the effects of self-regulated learning on student's mathematics achievement. The role of self-regulated learning is important to the mathematics achievement because it is a factor that makes the learning process more effective. In this article, there are 11 research results related to it. Based on the results of these studies, it can be concluded that students who have high self-regulated learning tend to have high motivation and achievement and vice versa, students who have lower self-regulated learning tend to have low achievement. Self-regulated learning is a cyclical process that includes three phases. 1) forethought phase that includes task analysis (goal setting, strategic planning) and self-motivation beliefs (self-efficacy, goal orientation). 2) performance/volitional control that includes self-control (self-instruction, attention focusing, task strategies). 3) self-reflection that includes self-reflection (self-judgment, self-evaluation) and self-reaction (self-satisfaction).

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