Evaluation of an elementary classroom self-regulated learning program for gifted mathematics underachievers

Abstract

The evaluation of an elementary classroom self-regulated learning program aimed at the central causes of academic underachievement is recounted. The participants of the study were 36 Fourth Grade gifted underachievers in mathematics, who were identified in a sample of 1200 students. The training program developed by Zimmerman, Bonner and Kovach (1996) was conducted within the framework of regular classroom instruction of the subject of mathematics over a period of six weeks. A number of positive training effects could be statistically confirmed. In general, the training was deemed to be suitable for interventions to reduce underachievement.