<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1607-4041</journal-id>
<journal-title><![CDATA[Revista electrónica de investigación educativa]]></journal-title>
<abbrev-journal-title><![CDATA[REDIE]]></abbrev-journal-title>
<issn>1607-4041</issn>
<publisher>
<publisher-name><![CDATA[Universidad Autónoma de Baja California, Instituto de Investigación y Desarrollo Educativo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1607-40412021000100002</article-id>
<article-id pub-id-type="doi">10.24320/redie.2021.23.e02.2945</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Teaching to Self-Regulate in Mathematics: A Quasi-Experimental Study with Low-Achieving Elementary School Students]]></article-title>
<article-title xml:lang="es"><![CDATA[Enseñanza de la autorregulación en Matemáticas: estudio cuasiexperimental con escolares de bajo desempeño]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Trias Seferian]]></surname>
<given-names><![CDATA[Daniel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mels Auman]]></surname>
<given-names><![CDATA[Cindy]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Huertas Martínez]]></surname>
<given-names><![CDATA[Juan Antonio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Católica del Uruguay  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Uruguay</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma de Madrid  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>23</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1607-40412021000100002&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1607-40412021000100002&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1607-40412021000100002&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Teaching students to self-regulate enhances their mathematics performance, yet few studies have investigated the long-term differential impact of particular self-regulation strategies specifically for low-achieving students. This quasi-experimental study evaluates the effect of teaching different self-regulation strategies on mathematical problem solving in low-achieving students. The participants were 69 sixth-grade elementary school students randomly assigned to one of three experimental groups (and taught predominantly cognitive, metacognitive or volitional strategies, while verifying intervention fidelity) or a control group for 16 sessions. Mathematical problem-solving skills were evaluated prior to the intervention, upon completion, and two months later. While all three intervention groups obtained significantly better results compared to the control group immediately after the intervention, volitional and metacognitive strategies showed the strongest and most lasting positive effects. We conclude that low-achieving students could benefit from learning self-regulation strategies, particularly when these strategies take into account the affective and motivational dynamics of learning.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Enseñar autorregulación impacta positivamente en el desempeño en matemáticas. Pocos estudios han investigado ese impacto en el largo plazo, específicamente en estudiantes de bajo rendimiento. Este estudio cuasi-experimental evalúa los efectos de enseñar diferentes estrategias de autorregulación en la resolución de problemas matemáticos, en estudiantes de bajo rendimiento. Participaron 69 estudiantes de sexto grado de escuela primaria, asignados aleatoriamente a tres condiciones experimentales (estrategias cognitivas, metacognitivas o volitivas, verificando la fidelidad de la intervención) o grupo control. La resolución de problemas matemáticos fue evaluada previamente, al finalizar y 2 meses después de la intervención. Los tres grupos de intervención obtuvieron mejores resultados comparados con el control, finalizada la intervención. Las estrategias volitivas y metacognitivas mostraron los efectos positivos más fuertes y duraderos. Se concluye que estudiantes con bajo desempeño pueden beneficiarse de la enseñanza de estrategias de autorregulación, especialmente al considerar las dinámicas afectivas y motivacionales del aprendizaje.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[mathematics]]></kwd>
<kwd lng="en"><![CDATA[metacognition]]></kwd>
<kwd lng="en"><![CDATA[motivation]]></kwd>
<kwd lng="en"><![CDATA[emotion]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
<kwd lng="es"><![CDATA[matemáticas]]></kwd>
<kwd lng="es"><![CDATA[metacognición]]></kwd>
<kwd lng="es"><![CDATA[motivación]]></kwd>
<kwd lng="es"><![CDATA[emoción]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Baars]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Wijnia]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Paas]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The association between motivation, affect, and self-regulated learning when solving problems]]></article-title>
<source><![CDATA[Frontiers in Psychology]]></source>
<year>2017</year>
<volume>8</volume>
<page-range>1-12</page-range></nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Baez-Estradas]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Alonso-Tapia]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Training strategies for self-regulating motivation and volition: Effect on learning]]></article-title>
<source><![CDATA[Anales de Psicología]]></source>
<year>2017</year>
<volume>33</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>292-300</page-range></nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Baumann]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[Kuhl]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[How to resist temptation: The effects of external control versus autonomy support on self-regulatory dynamics]]></article-title>
<source><![CDATA[Journal of Personality]]></source>
<year>2005</year>
<volume>73</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>443-70</page-range></nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ben-Eliyahu]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Academic emotional learning: A critical component of self-regulated learning in the emotional learning cycle]]></article-title>
<source><![CDATA[Educational Psychologist]]></source>
<year>2019</year>
<volume>54</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>84-105</page-range></nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bishara]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Self-regulated math instructions for pupils with learning disabilities]]></article-title>
<source><![CDATA[Cogent Education]]></source>
<year>2016</year>
<volume>3</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>1-14</page-range></nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Boekaerts]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Self-regulated learning: Where we are today]]></article-title>
<source><![CDATA[International Journal of Educational Research]]></source>
<year>1999</year>
<volume>31</volume>
<numero>6</numero>
<issue>6</issue>
<page-range>445-57</page-range></nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Butler]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Beckingham]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
<name>
<surname><![CDATA[Lauscher]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Promoting strategic learning by eighth-grade students struggling in mathematics: A report of three case studies]]></article-title>
<source><![CDATA[Learning Disabilities Research and Practice]]></source>
<year>2005</year>
<volume>20</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>156-74</page-range></nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Butler]]></surname>
<given-names><![CDATA[D. L.]]></given-names>
</name>
<name>
<surname><![CDATA[Schnellert]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Success for students with learning disabilities: what does self-regulation have to do with it?]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Cleary]]></surname>
<given-names><![CDATA[T. J.]]></given-names>
</name>
</person-group>
<source><![CDATA[Self-regulated learning interventions with at-risk youth: Enhancing adaptability, performance, and well-being]]></source>
<year>2015</year>
<publisher-name><![CDATA[APA Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Chatzistamatiou]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Dermitzaki]]></surname>
<given-names><![CDATA[I.]]></given-names>
</name>
<name>
<surname><![CDATA[Efklides]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Leondari]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Motivational and affective determinants of self-regulatory strategy use in elementary school mathematics]]></article-title>
<source><![CDATA[Educational Psychology]]></source>
<year>2015</year>
<volume>35</volume>
<numero>7</numero>
<issue>7</issue>
<page-range>835-50</page-range></nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cleary]]></surname>
<given-names><![CDATA[T. J.]]></given-names>
</name>
<name>
<surname><![CDATA[Kitsantas]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Motivation and self-regulated learning influences on middle school mathematics achievement]]></article-title>
<source><![CDATA[School Psychology Review]]></source>
<year>2017</year>
<volume>46</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>88-107</page-range></nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Corno]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Volitional aspects of self-regulated learning]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Zimmerman]]></surname>
<given-names><![CDATA[B. J.]]></given-names>
</name>
<name>
<surname><![CDATA[Schunk]]></surname>
<given-names><![CDATA[D. H.]]></given-names>
</name>
</person-group>
<source><![CDATA[Self-regulated learning and academic achievement: Theoretical perspectives]]></source>
<year>2001</year>
<page-range>191-225</page-range><publisher-name><![CDATA[Lawrence Erlbaum Associates]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[de Boer]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
<name>
<surname><![CDATA[Donker]]></surname>
<given-names><![CDATA[A. S.]]></given-names>
</name>
<name>
<surname><![CDATA[Kostons]]></surname>
<given-names><![CDATA[D. D. N. M.]]></given-names>
</name>
<name>
<surname><![CDATA[van der Werf]]></surname>
<given-names><![CDATA[G. P. C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Long-term effects of metacognitive strategy instruction on student academic performance: A meta-analysis]]></article-title>
<source><![CDATA[Educational Research Review]]></source>
<year>2018</year>
<volume>24</volume>
<page-range>98-115</page-range></nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[de Corte]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[Mason]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Depaepe]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
<name>
<surname><![CDATA[Verschaffel]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Self-regulation of mathematical knowledge and skills]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Zimmerman]]></surname>
<given-names><![CDATA[B. J.]]></given-names>
</name>
<name>
<surname><![CDATA[Schunk]]></surname>
<given-names><![CDATA[D. H.]]></given-names>
</name>
</person-group>
<source><![CDATA[Handbook of Self-Regulation of Learning and Performance]]></source>
<year>2011</year>
<page-range>155-72</page-range><publisher-name><![CDATA[Routledge]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Dignath]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Büttner]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[Langfeldt]]></surname>
<given-names><![CDATA[H.-P.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[How can primary school students learn self-regulated learning strategies most effectively?: A meta-analysis on self-regulation training programmes]]></article-title>
<source><![CDATA[Educational Research Review]]></source>
<year>2008</year>
<volume>3</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>101-29</page-range></nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Dignath]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Büttner]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Teachers&#8217; direct and indirect promotion of self-regulated learning in primary and secondary school mathematics classes - insights from video-based classroom observations and teacher interviews]]></article-title>
<source><![CDATA[Metacognition and Learning]]></source>
<year>2018</year>
<volume>13</volume>
<numero>2</numero>
<issue>2</issue>
</nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Dignath]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Büttner]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level]]></article-title>
<source><![CDATA[Metacognition and Learning]]></source>
<year>2008</year>
<volume>3</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>231-64</page-range></nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Donker]]></surname>
<given-names><![CDATA[A. S.]]></given-names>
</name>
<name>
<surname><![CDATA[de Boer]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
<name>
<surname><![CDATA[Kostons]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Dignath van Ewijk]]></surname>
<given-names><![CDATA[C. C.]]></given-names>
</name>
<name>
<surname><![CDATA[van der Werf]]></surname>
<given-names><![CDATA[M. P. C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Effectiveness of learning strategy instruction on academic performance: A meta-analysis]]></article-title>
<source><![CDATA[Educational Research Review]]></source>
<year>2014</year>
<volume>11</volume>
<page-range>1-26</page-range></nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Dörrenbächer]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Perels]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Volition completes the puzzle: Development and evaluation of an integrative trait model of self-regulated learning]]></article-title>
<source><![CDATA[Frontline Learning Research]]></source>
<year>2015</year>
<volume>3</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>14-36</page-range></nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Greene]]></surname>
<given-names><![CDATA[J. A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Serious challenges require serious scholarship: Integrating implementation science into the scholarly discourse]]></article-title>
<source><![CDATA[Contemporary Educational Psychology]]></source>
<year>2015</year>
<volume>40</volume>
<page-range>112-20</page-range></nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Greene]]></surname>
<given-names><![CDATA[J. A.]]></given-names>
</name>
</person-group>
<source><![CDATA[Self-regulation in education]]></source>
<year>2018</year>
<publisher-name><![CDATA[Routledge]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Harding]]></surname>
<given-names><![CDATA[S.-M.]]></given-names>
</name>
<name>
<surname><![CDATA[English]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[Nibali]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[Griffin]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Graham]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Alom]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
<name>
<surname><![CDATA[Zhang]]></surname>
<given-names><![CDATA[Z.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Self-regulated learning as a predictor of mathematics and reading performance: A picture of students in grades 5 to 8]]></article-title>
<source><![CDATA[Australian Journal of Education]]></source>
<year>2019</year>
<volume>63</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>74-97</page-range></nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hattie]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<source><![CDATA[Visible learning: A synthesis over 800 meta-analyses relating to achievement]]></source>
<year>2009</year>
<publisher-name><![CDATA[Routledge]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Heirweg]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[de Smul]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Devos]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[van Keer]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Profiling upper primary school students&#8217; self-regulated learning through self-report questionnaires and think-aloud protocol analysis]]></article-title>
<source><![CDATA[Learning and Individual Differences]]></source>
<year>2019</year>
<volume>70</volume>
<page-range>155-68</page-range></nlm-citation>
</ref>
<ref id="B24">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Huck]]></surname>
<given-names><![CDATA[S. W.]]></given-names>
</name>
<name>
<surname><![CDATA[Melean]]></surname>
<given-names><![CDATA[R. A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Using a repeated measures ANOVA to analyze the data from a pretest-posttest design: A potentially confusing task]]></article-title>
<source><![CDATA[Psychological Bulletin]]></source>
<year>1975</year>
<volume>82</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>511-8</page-range></nlm-citation>
</ref>
<ref id="B25">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hu]]></surname>
<given-names><![CDATA[L. T.]]></given-names>
</name>
<name>
<surname><![CDATA[Bentler]]></surname>
<given-names><![CDATA[P. M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives]]></article-title>
<source><![CDATA[Structural Equation Modeling]]></source>
<year>1999</year>
<volume>6</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>1-55</page-range></nlm-citation>
</ref>
<ref id="B26">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kazén]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Kaschel]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Kuhl]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Individual differences in intention initiation under demanding conditions: Interactive effects of state vs. action orientation and enactment difficulty]]></article-title>
<source><![CDATA[Journal of Research in Personality]]></source>
<year>2008</year>
<volume>42</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>693-715</page-range></nlm-citation>
</ref>
<ref id="B27">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kim]]></surname>
<given-names><![CDATA[C. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Bennekin]]></surname>
<given-names><![CDATA[K. N.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Design and implementation of volitional control support in mathematics courses]]></article-title>
<source><![CDATA[Educational Technology Research and Development]]></source>
<year>2013</year>
<volume>61</volume>
<numero>5</numero>
<issue>5</issue>
<page-range>793-817</page-range></nlm-citation>
</ref>
<ref id="B28">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kramarski]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
<name>
<surname><![CDATA[Weiss]]></surname>
<given-names><![CDATA[I.]]></given-names>
</name>
<name>
<surname><![CDATA[Sharon]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Generic versus context-specific prompts for supporting self-regulation in mathematical problem solving among students with low or high prior knowledge]]></article-title>
<source><![CDATA[Journal of Cognitive Education and Psychology]]></source>
<year>2013</year>
<volume>12</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>197-214</page-range></nlm-citation>
</ref>
<ref id="B29">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kuhl]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Kazén]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Quirin]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[La Teoría de la Interacción de Sistemas de la Personalidad (PSI)]]></article-title>
<source><![CDATA[Revista Mexicana de Psicología]]></source>
<year>2014</year>
<volume>31</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>90-9</page-range></nlm-citation>
</ref>
<ref id="B30">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Leidinger]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Perels]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[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]]></article-title>
<source><![CDATA[Education Research International]]></source>
<year>2012</year>
<page-range>1-14</page-range></nlm-citation>
</ref>
<ref id="B31">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Montero]]></surname>
<given-names><![CDATA[I.]]></given-names>
</name>
<name>
<surname><![CDATA[León]]></surname>
<given-names><![CDATA[O.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Guía para nombrar los estudios de investigación en Psicología [A guide for naming research studies in psychology]]]></article-title>
<source><![CDATA[International Journal of Clinical and Health Psychology]]></source>
<year>2007</year>
<volume>7</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>847-62</page-range></nlm-citation>
</ref>
<ref id="B32">
<nlm-citation citation-type="book">
<collab>OECD</collab>
<source><![CDATA[Excellence and Equity in Education]]></source>
<year>2016</year>
<volume>I</volume>
<publisher-name><![CDATA[OECD Publishing]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B33">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Op&#8217;tEynde]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[De Corte]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[Verschaffel]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[&#8220;Accepting emotional complexity&#8221;: A socio-constructivist perspective on the role of emotions in the mathematics classroom]]></article-title>
<source><![CDATA[Educational Studies in Mathematics]]></source>
<year>2006</year>
<volume>63</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>193-207</page-range></nlm-citation>
</ref>
<ref id="B34">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Otto]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
<name>
<surname><![CDATA[Kistner]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Is there a Matthew effect in self-regulated learning and mathematical strategy application? Assessing the effects of a training program with standardized learning diaries]]></article-title>
<source><![CDATA[Learning and Individual Differences]]></source>
<year>2017</year>
<volume>55</volume>
<page-range>75-86</page-range></nlm-citation>
</ref>
<ref id="B35">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Panadero]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A review of self-regulated learning: Six models and four directions for research]]></article-title>
<source><![CDATA[Frontiers in Psychology]]></source>
<year>2017</year>
<volume>8</volume>
<page-range>1-28</page-range></nlm-citation>
</ref>
<ref id="B36">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Pena]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<source><![CDATA[Los nuevos problemas. La resolución de problemas en la escuela]]></source>
<year>2005</year>
<publisher-name><![CDATA[Aula]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B37">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Perels]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
<name>
<surname><![CDATA[Dignath]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Schmitz]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Is it possible to improve mathematical achievement by means of self-regulation strategies? Evaluation of an intervention in regular math classes]]></article-title>
<source><![CDATA[European Journal of Psychology of Education]]></source>
<year>2009</year>
<volume>24</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>17-31</page-range></nlm-citation>
</ref>
<ref id="B38">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Picaroni]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
<name>
<surname><![CDATA[Loureiro]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[¿Qué matemática se enseña en las aulas de sexto año de primaria en escuelas de Latinoamérica?]]></article-title>
<source><![CDATA[Páginas de Educación]]></source>
<year>2010</year>
<volume>3</volume>
<page-range>29-60</page-range></nlm-citation>
</ref>
<ref id="B39">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Schlesier]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Roden]]></surname>
<given-names><![CDATA[I.]]></given-names>
</name>
<name>
<surname><![CDATA[Moschner]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Emotion regulation in primary school children: A systematic review]]></article-title>
<source><![CDATA[Children and Youth Services Review]]></source>
<year>2019</year>
<volume>100</volume>
<page-range>239-57</page-range></nlm-citation>
</ref>
<ref id="B40">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Schoenfeld]]></surname>
<given-names><![CDATA[A. H.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Learning to think mathematically: Problem solving, metacognition, and sense-making in mathematics]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Grouws]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<source><![CDATA[Handbook for research on mathematics teaching and learning]]></source>
<year>1992</year>
<page-range>334-70</page-range><publisher-name><![CDATA[MacMillan]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B41">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Schukajlow]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Rakoczy]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
<name>
<surname><![CDATA[Pekrun]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Emotions and motivation in mathematics education: Theoretical considerations and empirical contributions. ZDM]]></article-title>
<source><![CDATA[Mathematics Education]]></source>
<year>2017</year>
<volume>49</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>307-22</page-range></nlm-citation>
</ref>
<ref id="B42">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Schukajlow]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Rakoczy]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The power of emotions: Can enjoyment and boredom explain the impact of individual preconditions and teaching methods on interest and performance in mathematics?]]></article-title>
<source><![CDATA[Learning and Instruction]]></source>
<year>2016</year>
<volume>44</volume>
<page-range>117-27</page-range></nlm-citation>
</ref>
<ref id="B43">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Schwinger]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Otterpohl]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Which one works best ? Considering the relative importance of motivational regulation strategies]]></article-title>
<source><![CDATA[Learning and Individual Differences]]></source>
<year>2017</year>
<volume>53</volume>
<page-range>122-32</page-range></nlm-citation>
</ref>
<ref id="B44">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Siddiqui]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[Ventista]]></surname>
<given-names><![CDATA[O. M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A review of school-based interventions for the improvement of social emotional skills and wider outcomes of education]]></article-title>
<source><![CDATA[International Journal of Educational Research]]></source>
<year>2018</year>
<volume>90</volume>
<page-range>117-32</page-range></nlm-citation>
</ref>
<ref id="B45">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Taylor]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Oberle]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[Durlak]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Weissberg]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Promoting positive youth development through school-based social and emotional learning interventions: A meta-analysis of follow-up effects]]></article-title>
<source><![CDATA[Child Development]]></source>
<year>2017</year>
<volume>88</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>1156-71</page-range></nlm-citation>
</ref>
<ref id="B46">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Tzohar-Rozen]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Kramarski]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Metacognition and meta-affect in young students: Does it make a difference in mathematical problem solving?]]></article-title>
<source><![CDATA[Teachers College Record]]></source>
<year>2018</year>
<volume>119</volume>
<numero>13</numero>
<issue>13</issue>
<page-range>1-28</page-range></nlm-citation>
</ref>
<ref id="B47">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Tzohar-Rozen]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Kramarski]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Metacognition, motivation, and emotions: Contribution of self-regulated learning to solving mathematical problems]]></article-title>
<source><![CDATA[Global Education Review]]></source>
<year>2014</year>
<volume>1</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>76-95</page-range></nlm-citation>
</ref>
<ref id="B48">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Vandevelde]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Van Keer]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
<name>
<surname><![CDATA[Merchie]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The challenge of promoting self-regulated learning among primary school children with a low socioeconomic and immigrant background]]></article-title>
<source><![CDATA[Journal of Educational Research]]></source>
<year>2017</year>
<volume>110</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>113-39</page-range></nlm-citation>
</ref>
<ref id="B49">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Weidman]]></surname>
<given-names><![CDATA[A. C.]]></given-names>
</name>
<name>
<surname><![CDATA[Augustine]]></surname>
<given-names><![CDATA[A. A.]]></given-names>
</name>
<name>
<surname><![CDATA[Murayama]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
<name>
<surname><![CDATA[Elliot]]></surname>
<given-names><![CDATA[A. J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Internalizing symptomatology and academic achievement: Bi-directional prospective relations in adolescence]]></article-title>
<source><![CDATA[Journal of Research in Personality]]></source>
<year>2015</year>
<volume>58</volume>
<page-range>106-14</page-range></nlm-citation>
</ref>
<ref id="B50">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Yidizli]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
<name>
<surname><![CDATA[Saban]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The effect of self-regulated learning on sixth-grade Turkish students&#8217; mathematics achievements and motivational beliefs]]></article-title>
<source><![CDATA[Cogent Education]]></source>
<year>2016</year>
<volume>3</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>1-17</page-range></nlm-citation>
</ref>
<ref id="B51">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Zimmerman]]></surname>
<given-names><![CDATA[B. J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Attaining self-regulation. A social cognitive perspective]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Boekaerts]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Pintrich]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Zeidner]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<source><![CDATA[Handbook of Self-Regulation]]></source>
<year>2000</year>
<page-range>13-39</page-range><publisher-name><![CDATA[Academic Press]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
