心理学
干预(咨询)
数学教育
对干预的反应
系统回顾
发展心理学
特殊教育
梅德林
精神科
政治学
法学
作者
Marah Sutherland,Cayla Lussier,Gena Nelson,Marissa Pilger Suhr,Janice Fong,Jessica Turtura,Ben Clarke
标识
DOI:10.1177/00144029241230322
摘要
The purpose of this quantitative systematic literature review was to identify and describe published mathematics studies from 1980 to 2021 that incorporated a self-monitoring component ( k = 22 studies; N = 1,787 students). We examined specific self-monitoring procedures, instructional contexts, implementation variables, and methodological quality. For inclusion, studies needed to (a) include self-monitoring (defined as students observing, evaluating, and/or recording their behaviors), (b) include co-occurring mathematics instruction, (c) include at least one mathematics outcome measure, (d) occur in a school setting, (e) include students in Grades K–12, and (f) utilize a single-case, experimental, or quasiexperimental design. Variables of interest were coded and methodological quality was assessed using What Works Clearinghouse standards. Our findings suggest that students with and without disabilities generally benefit from embedded self-monitoring procedures across mathematical content areas and tiers of instructional support. Future research should further unpack definitions of self-monitoring and related constructs.
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