Abstract
My research aims are to test the effect of a joint intervention designed to enhance adolescents’ ability to learn from their errors at the mathematical complex-problem task by simultaneously strengthening their emotion control and metacognitive skills, from the viewpoint of growth mindset theory and self-regulated learning. Thus, the question that arises is as follows: To what extent can educational interventions that synergistically integrate emotion control (via a Growth Mindset intervention) and metacognitive activity enhance error-based learning, mathematical motivation, and achievement among secondary school students, in comparison to interventions that independently target either emotion control or metacognitive activity, or a non-intervention control group? While Growth Mindset interventions have been shown to promote positive reactions towards errors (Elliot & Dweck, 1988; Dresel et al., 2013; Grassinger & Dresel, 2017; Tulis et al., 2018; Soncini et al., 2022), additional research suggests that a growth mindset alone may be insufficient for learning from errors without the knowledge of appropriate strategies (Chouvalova et al., 2023). Therefore, we propose that combining Growth Mindset interventions with metacognitive instruction could significantly enhance learning from errors during math problem-solving and improve math motivation and performance, particularly among low-performing students. To that end, third-year secondary school individual classes are assigned to one cell of a 2 x 2 factorial design (Growth mindset intervention vs. control) x (Metacognition intervention vs. control). We are targeting 3rd year secondary school students because, statistics worldwide show that, early adolescents are more likely to disengage from challenging learning opportunities (Pezzi, Donelli, & Marin, 2016).
Presenters
Cristina PascuaPhD Researcher, Faculty of Humanities and Education Sciences, Mondragon Unibertsitatea, Guipúzcoa, Spain
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Science, Mathematics and Technology Learning
KEYWORDS
INTERVENTION, MATHEMATICS, SECONDARY SCHOOL, LEARNING FROM ERRORS, GROWTH MINDSET, METACOGNITIN
