Supporting self-regulated learning in a secondary applied mathematics course


  • Dawn Buzza Wilfrid Laurier University
  • Carolyn Fitzgerald Wilfrid Laurier University
  • Yoad Avitzur Wilfred Laurier University


self-regulated learning, self-regulated learning classroom support, secondary mathematics, motivational beliefs, metacognition


This study examines how one teacher supported low-achieving students’ self-regulated learning (SRL) in the context of a secondary mathematics class. The teacher’s scaffolding provided students with multiple opportunities to use feedback and adapt learning and study strategies. Data compared pre- and postmeasures of metacognitive skills, motivational beliefs, and learning and study behaviours, and examined the effects of directed practice on students’ developing SRL as well as their mathematics achievement. Results suggest the need for more research into the effects of individualized, targeted supports, particularly in assisting students in using metacognitive feedback to adapt learning strategies.

Author Biography

Dawn Buzza, Wilfrid Laurier University

is a Professor Emeritus of Education at Wilfrid Laurier University. She received an MA in Education (Counselling) in 1981 and a PhD. in Educational Psychology in 1990 from Simon Fraser University. As Associate Professor of Education at the University of Victoria (1987-1999), Dr Buzza led the development of new driver training and testing programs for the Province of British Columbia. As former Professor and Associate Dean in the Faculty of Education at Laurier (2007-2016) and Dean of the Faculty of Social Work (2016-2021), Dr. Buzza brings together expertise and leadership in child development, human services, public education, professional teacher education and higher education.


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How to Cite

Buzza, D., Fitzgerald, C., & Avitzur, Y. (2022). Supporting self-regulated learning in a secondary applied mathematics course. McGill Journal of Education / Revue Des Sciences De l’éducation De McGill, 57(2). Retrieved from