Formative Scaffolding: how to alter the level and strength of self-efficacy and foster self-regulation in a mathematics test situation

Figures & data

Figure 1. Participatory action research process behind the emergence of the FSP.

Table 1. Phases, areas and sub-processes for self-regulated learning in mathematics

		Areas for regulation in mathematics
Phases	Cognition	Self-efficacy	Motivation	Affect/emotions	Behaviour	Context/situation
Pre-action, forethought and planning	Goal setting in relation to the task	Efficacy-judgments	Intrinsic – for inherent satisfaction	Mathematics anxiety Test anxiety	Avoidance Persistence	Perceptions of task
	Valuation of one’s mathematical proficiency	Outcome expectations	Extrinsic – want to attain some separable outcome	Anxiousness Stress	Time and effort planning for task/learning period	Perceptions of context
	Metacognitive knowledge activation			Enjoyment Hope Pride Anger Boredom Hopelessness		Perception of situational demands
Action, performance, monitoring and control phase	Learning strategies	Resource strategies Self-experimentation	Usage of strategies for attention and motivation control	Select stategies for managing affect and emotions	Increase/decrease effort	Monitoring and controlling task
	Usage and awareness of one’s mathematical proficiency	Self-observation		Affective and emotional reactions during performance	Help-seeking	Alteration of task
	Metacognitive awareness				Coping with distractions	Monitoring changing task and context conditions
	Monitoring and controlling of cognitive strategies
	Selection and adaptation of strategies for learning, thinking
Post-action, reaction and self-reflection	Evaluation	Self-judgement	Attributions	Attributions	Evaluation if time invested in task/learning period was used effectively	Evaluation of task, context, situational demands and the impact the evaluation has on learning process and outcome
	Cognitive judgements Attributions	Evaluation of outcome Learning process and learning results impact on self-efficacy		Affective and emotional reactions Positive Negative	Coping with outcome

Figure 2. Phases of self-regulation in the present study.

Table 2. Students’ results of their self-assessment of how worried they felt before entering the FSP test cycle.

Likert scale	Not at all (1)	Slightly (2)	A fair amount (3)	Much (4)	Very much (5)
Students	0	7	4	3	8