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The study frames SRL as goal setting and planning, continuous monitoring and regulation of cognition, motivation and behavior, followed by reflection. A questionnaire with 18 items and Likert-scale responses supports the investigation of clustered skill dimensions and mathematics interest.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/secondary-school-pupils-self-regulated-learning-skills-volume-3-number-3-research-article/588546/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/secondary-school-pupils-self-regulated-learning-skills-volume-3-number-3-research-article/588546.png","ImageObject",300,407,{"name":92,"@type":93},"Rizky","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-09","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What population and age range does the study use?","Question",{"text":112,"@type":113},"The research includes 258 secondary school pupils aged 10–15, from grades 5 to 8, with half boys and half girls.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which self-regulated learning components are investigated?",{"text":117,"@type":113},"The article studies self-regulated learning through self-efficacy, self-judgement, and self-reaction, along with pupils’ interest in learning Mathematics.",{"name":119,"@type":110,"acceptedAnswer":120},"How was the data collected and measured?",{"text":121,"@type":113},"Data were collected using a questionnaire with 18 items, including 15 items on self-regulated learning measured on a 5-point Likert scale from strongly don’t agree to strongly agree.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588546,1792919484,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":29,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},962085564807,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Volume 3, Number 3, 2010  \nSECONDARY SCHOOL PUPILS’SELF-REGULATED LEARNING SKILLS  \nIuliana Marchis, Timea Balogh  \nAbstract. This article presents a research on 258 secondary school pupils’ (10-15 years old, 5th-8th grades) self-regulated learning skills as self-efficacy, self-judgement, selfreaction and their interest for studying Mathematics.  \nKey words: self-regulated learning, self-efficacy, self-judgement, self-reaction  \n1. Introduction  \nSelf-regulated learning (SRL) is an academically effective form of learning, through which the learnerset goals and make plans before starting to learn; monitor and regulate his/her cognition, motivation and behavior during the learning process; and reflect on his/her learning process (Pintrich, 1995; Pintrich, 2000; Zimmerman, 2001) .  \nThe aim of this paper is to present a research made among 258 secondary school pupils (10-15 years old, 5th-8th grades) on their self-regulated learning skills as self-efficacy, self-judgement, self-reaction and their interest for studying Mathematics.  \n2. Theoretical background  \nSelf-regulated learners are metacognitively, motivationally and behaviorally active participants in their own learning process (Zimmerman, 1986) . Some important skills related with SRL are self-efficacity, self-efficacy, self-judgement, and self-reaction.  \nStudents’ interest in the content area of the task and their beliefs about the utility of the task are also important. In mathematics education students’ interest in mathematics, their beliefs in the utility of the mathematical knowledge in their future career or in their everyday life determine in a fundamental way their problem-solving behavior. „Belief systems are one’s mathematical world view, the perspective with which one approaches mathematics and mathematical task. One’s beliefs about mathematics can determine how one chooses to approach a problem, which techniques will be used or avoided, how long and how hard one will work on it, and so on.”(Schoenfeld, 1985, p. 45)  \nSelf-efficacy is student’s judgments about their ability to successfully complete a task, as well as students’ confidence in his/her skills to perform the task (Pintrich et al., 1993) .“People’s beliefs in their efficacy influence the choices they make, their aspirations, how much effort they mobilize in a given endeavor, how long they persevere in the face of difficulties and setbacks, whether their thought patterns are self-hindering or self-aiding, the amount of stress they experience in coping with taxing environmental demands, and their vulnerability to depression.”(Bandura, 1991, p. 257) Self-efficacy in mathematics can be measured using self-ratings of skills regarding specific mathematics problems (Schunk, 1981) . Students, who feel a high level of self-efficacy, will concentrate more easily on the tasks, use efficient strategies, manage time efficiently, ask for help if neede (Pintrich & De Groot, 1990). But in some case extremely high self-efficacy is detrimental for learning: the student think, that she/he knows everything and doesn’t need to put effort in learning. Slightly lower sense of selfefficacy led to greater mental effort, so to better leraning results (Salomon, 1984) .  \nReceived 2 Septembrie 2010, accepted 19 Septembrie 2010, published 30 septembrie 2010.  \nSelf-judgment is one’s evaluation on his/her performance and recognition of the relationship between the achieved performance level and the quality of the learning process (Zimmerman, 2000) . Thus selfregulated learners attribute their poor performance to lack of effort or time; or to the use of an inadequate strategy (Zimmerman, 1998) . Self-judgement refers to comparing present performance with a standard. The importance of the used standard affects self-judgement.  \nSelf-reaction involves feelings about the achieved results: satisfaction or dissatisfaction (Zimmerman, 2002) . If the student believes that he/she is making a good progress, than he/she feels satisfaction,","cbCairvAfDIStAq5","https://ap.wps.com/l/cbCairvAfDIStAq5","pdf",79778,"English","# Introduction\n# Theoretical background\n# Research\n## Research design\n## Results\n## Students’ interest for learning mathematics","[{\"question\":\"What population and age range does the study use?\",\"answer\":\"The research includes 258 secondary school pupils aged 10–15, from grades 5 to 8, with half boys and half girls.\"},{\"question\":\"Which self-regulated learning components are investigated?\",\"answer\":\"The article studies self-regulated learning through self-efficacy, self-judgement, and self-reaction, along with pupils’ interest in learning Mathematics.\"},{\"question\":\"How was the data collected and measured?\",\"answer\":\"Data were collected using a questionnaire with 18 items, including 15 items on self-regulated learning measured on a 5-point Likert scale from strongly don’t agree to strongly agree.\"}]","SECONDARY SCHOOL PUPILS’ SELF-REGULATED LEARNING SKILLS - Volume 3 - Number 3 - Research article | PDF",1792065465,15]