Self-Regulation and Motivation: A Counseling Intervention for Student Success in Mathematics
There are numerous research articles on the need for mathematics intervention in the transition grades (Falco, Crethar & Bauman, 2008; Medina, 2011; Ocak & Yamac, 2013; Swanson, 2011). Ramdass (2011) proposed that during the elementary school years, students valued math and its importance. However, in middle school, their interest decreased and they did not have the inner drive to learn mathematics, which may have contributed to their lack of success. Therefore, researching interventions that nourishes elementary student’s motivation and enhances mathematics performance would provide tools to comprehend how to tackle issues of self-regulation development in later grades (Ramdass, 2011). Although student success in mastering mathematics concepts depends on the ability to understand the content, research also indicated that planning, setting goals and motivation also play a key role (Ramdass, 2011). Moreover, Lapan, Kardash, and Turner (2002) implied students who utilize self-regulated strategies for learning are more successful and satisfied in their work. They also suggested that professional school counselors could increase academic attainment by helping all students become self-regulated learners. The implication for this research can impact everyone since the economic success of our democracy relies on the nation’s ability to help students maximize their academic potential (Lapan & et al., 2002). Self-regulation, motivation and the counselor’s role in implementing an intervention program to boost student achievement in mathematics is an important topic that warrants research and will be discussed in this review.
Literature Search Strategies and Overview
To obtain the most relevant research available on counseling interventions for student success in mathematics, a variety of search options were utilized. Most of the peer-reviewed, scholarly articles were obtained via Ebscohost, Academic Search Complete and ERIC utilizing the Lamar University Mary and John Gray Library. In addition, several resourceful articles were retrieved from the American School Counselor website. Finally, some articles were retrieved from Google Scholar. Key words such as counseling strategies, mathematics interventions, self-regulation, motivation, and academic counseling were the search terms used to locate scholarly articles. The referenced sections of the articles utilized in this review were also perused to find additional articles.
In the search for literature, multiple articles contained studies using self-regulation as a viable intervention for student success in mathematics (Falco et al., 2008; Leidinger, & Perels, 2012; Malmivuori, 2006; Medina, 2011; Montague, 2008; Ocak & Yamac, 2013). Although several articles addressed the school counselor’s role in implementing interventions to impact the academic success of students (Akos, Shoffner, & Ellis, 2007; Berger, 2013;...