Training Self-Regulated Learning in the Classroom: Development and Evaluation of Learning Materials to Train Self-Regulated Learning during Regular Mathematics Lessons at Primary School

Table 5

Descriptive data of the self-regulated learning variables and results for the interaction time × training.

DV		𝑀 (SD)
time * training	Group	Pretest	Posttest	df	𝐹	𝜂^2
Overall scale
Self-regulated learning	CG	3.16 (.40)	3.02 (.58)	1, 133	6.58*	.05
	EG	3.12 (.42)	3.16 (.50)
Scales
Goal setting	CG	3.42 (.45)	3.42 (.48)	1, 133	3.99*	.03
	EG	3.29 (.55)	3.46 (.52)
Strategic planning^a	CG	3.38 (.55)	3.16 (.71)	1, 133	5.74*	.04
	EG	3.12 (.62)	3.28 (.59)
Intrinsic value	CG	3.17 (.64)	2.96 (.71)	1, 133	6.68*	.05
	EG	3.35 (.66)	3.37 (.64)
Attention focusing	CG	3.24 (.50)	3.13 (.56)	1, 133	.95	.01
	EG	3.26 (.60)	3.25 (.65)
Self-recording^a	CG	3.33 (.59)	3.08 (.78)	1, 133	4.51*	.03
	EG	3.12 (.64)	3.20 (.66)
Self-evaluation	CG	2.88 (.68)	2.86 (.79)	1, 133	.03	.00
	EG	2.94 (.61)	2.90 (.85)
Causal attribution	CG	3.08 (.67)	3.00 (.64)	1, 133	1.19	.01
	EG	3.06 (.61)	3.12 (.61)

CG: control group (𝑁=72); EG: experimental group (𝑁=63).
^aBecause of pretest differences, MANCOVA with pretest values as covariate was conducted.
* 𝑃<.05.