Individualizing Early Math Intervention : Employing a Self-Monitoring Component

Abstract

Despite ample research on the effectiveness of selfregulation interventions on improving academic performance, little research has studied whether self-regulation interventions have an impact on students’ self-beliefs for math. The goals of this investigation were to examine the impacts of adding a self-monitoring component to an existing math intervention on students’ accuracy with math work and students’ self-efficacy, self-concept and anxiety for math.