Self-regulated learning in mathematics tertiary education

A high number of engineering graduates is desirable both from the individual students’ views as well as from an economic and societal view. However, on their way to graduation, engineering students encounter a variety of challenges. One of them are mathematics courses, which are a typical and often obligatory part of engineering degree programs in Germany and other countries. Many of the explanations which have been provided for students’ difficulties in mathematics courses can be subsumed under the umbrella term of self-regulated learning. Although self-regulated learning is an intensively researched field, the literature base has several important limitations which impede the application of this knowledge to improve mathematics tertiary education. This dissertation wants to overcome these limitations and thus contribute to enhance the success of (engineering) students in mathematics tertiary education. In the first study, a systematic review of research in the field of self-regulated learning in mathematics tertiary education in this millennium was conducted. Several databases containing both psychological as well as mathematics research were systematically searched. In addition, exploratory searches were conducted. After applying a two-tier screening procedure to the references identified, 28 articles remained as the final sample. Coding articles using a standardized coding sheet allowed to describe the literature base regarding research topics addressed, theories used as a basis for research or argumentation, definitions provided and aspects of self-regulated learning focused on, research design and measurement instruments used, as well as groups targeted by the research. Based on this, conclusions regarding the nature and correlates of self-regulated learning in mathematics tertiary education as well as possibilities to support it could be drawn. In the second study, semi-structured interviews with engineering students enrolled in a mathematics course at a German university of technology were conducted. The final sample included 27 students. Anonymized transcripts were coded and analyzed using a deductive-inductive process. This allowed to identify important (meta-)cognitive and resource management strategies students used in mathematics courses. Reasons for (non-)use, way and frequency of use as well as perceived helpfulness could be explored for several learning offers. In addition, various goals students pursued in mathematics courses could be identified. Furthermore, for all the aspects mentioned, changes over the course of studying as perceived by students were explored. Beyond this, the attributions students made for their results in mathematics exams and the amount of time they spent studying for mathematics courses could be extracted from the transcripts as well. Overall, the study thus yielded an extensive description of (meta-)cognitive, motivational and behavioral aspects of self-regulated learning of engineering students in mathematics tertiary education. To summarize, the current dissertation provides important insights into self-regulated learning in mathematics tertiary education in general and that of engineering students in particular. Thus, it provides a valuable foundation for future research and the development of optimal support for students as they make their way through higher education in general and mathematics courses in particular