“I can do math!”: A self‐regulated learning intervention to enhance math‐related motivational factors and performance in middle school

Abstract Introduction Self‐regulated learning (SRL) interventions have been widely recognized for their potential to enhance students' academic achievement; however, their effects on math‐related motivational constructs remain less explored. This study investigated the impact of an SRL intervention on multiple math‐related motivational factors (math perseverance, math self‐efficacy, math utility value, STEM vocational interest and theory of intelligence) and math performance among Year 6 and Year 7 middle school students ( N = 382), assessing outcomes both immediately after the intervention (post‐test) and 6 months later (follow‐up). Methods Students in the SRL intervention group engaged in six sessions focusing on planning, performance monitoring and self‐evaluation strategies. In contrast, a control group practiced the same math exercises without explicit SRL training. Results Findings revealed that, at post‐test, the SRL group showed improvements in math perseverance, math utility value, and theory of intelligence, as well as in math performance, compared to the control group. No differences were observed in math self‐efficacy and STEM vocational interest. However, gains in math perseverance, theory of intelligence and math performance persisted at the 6‐month follow‐up, suggesting persistent benefits of the SRL intervention. Conclusion These findings underscore the value of integrating SRL interventions into regular math instruction and highlight the potential of such interventions to foster both math motivation and performance.