%0 Journal Article %T Enhancing self-reflection and mathematics achievement of at-risk urban technical college students %A Barry J. Zimmerman %A Adam Moylan %A John Hudesman %A Niesha White %J Psychological Test and Assessment Modeling %D 2011 %I Pabst Science Publishers %X A classroom-based intervention study sought to help struggling learners respond to their academic grades in math as sources of self-regulated learning (SRL) rather than as indices of personal limitation. Technical college students (N = 496) in developmental (remedial) math or introductory college-level math courses were randomly assigned to receive SRL instruction or conventional instruction (control) in their respective courses. SRL instruction was hypothesized to improve students¡¯ math achievement by showing them how to self-reflect (i.e., self-assess and adapt to academic quiz outcomes) more effectively. The results indicated that students receiving self-reflection training outperformed students in the control group on instructor-developed examinations and were better calibrated in their task-specific self-efficacy beliefs before solving problems and in their self-evaluative judgments after solving problems. Self-reflection training also increased students¡¯ pass-rate on a national gateway examination in mathematics by 25% in comparison to that of control students. %K self-regulation %K self-reflection %K math instruction %U http://www.psychologie-aktuell.com/fileadmin/download/ptam/1-2011_20110328/07_Zimmermann.pdf