The Effect of Strategic Mindset in Math on Students' Math Self-Regulated Learning Strategy Use

Background: Using self-regulated strategies to complete academic tasks has been recognized as a crucial competence in mathematics education, particularly in that some individuals are unable to actively apply these mathematical strategies. Aims: To explore why students do not use math self-regulated learning strategies proactively and how to increase the frequency of their use, we identify an innovative antecedent, "strategic mindset in math (SMM)", which refers to the tendency to spontaneously use self-regulated mathematics learning strategies. Based on the extant evidence of domain-general strategic mindset which predicts cognitive and metacognitive strategy use, we hypothesized that SMM could influence math self-regulated learning strategy use in academic fields. Additionally, according to co-regulated learning models, the effect of SMM on mathematics self-regulated strategy use might be enhanced by academic support. Sample and Methods: : To verify these two hypotheses, we conducted two studies (a correlational study with 659 students and an experimental study with 108 students) that explored the effect of SMM and academic support on math self-regulated learning strategy use. Results: The findings not only verified SMM as a crucial factor in math self-regulated learning strategy use measured by self-reported and partially third-party assessment but also revealed its underlying interactive mechanisms, which can help in designing interventions to promote mathematics learning. Conclusions: Through a blend of correlational and experimental studies, we have unveiled the multifaceted influence of SMM as both a trait-based predictor and an experimentally triggered enhancer of math self-regulated learning strategy use.