The effect of self-regulation-based learning conducted according to the MASRL Model on mathematics motivation, sense of achievement and reflective thinking skills for problem solving

The purpose of this research is to determine the effects of metacognitive and affective models of self-regulation, which were developed based on self-regulated learning, on middle school students' mathematics motivation, feelings of success, and reflective thinking skills towards problem-solving, as well as to examine students' views on the MASRL Model. The research was conducted using an embedded mixed-methods design, a type of convergent design within a mixed-methods approach. A pretest-posttest design was applied for the quantitative dimension, while a case study design was chosen for the qualitative dimension. The data for both quantitative and qualitative analyses were collected from the same sample group, consisting of 16 sixth-grade students from a public school located in a rural area of Turkey. The 8-week research comprised 2 weeks for orientation and testing, and 6 weeks for the intervention. Data collection tools included the "Success Feelings Scale," "Mathematics Motivation Scale," "Problem-Solving Reflective Thinking Skills Scale," semi-structured interview form, activity sheets, teacher's field notes, student diaries, and audio and video recordings. Based on the research findings, a significant difference was found in students' mathematics motivation, success feelings, and problem-solving reflective thinking skills between the pre- and post-application stages. Qualitative data revealed that students became more actively engaged in strategy development, collaboration, and problem-solving processes. While interactive learning methods increased motivation and self-efficacy beliefs, the expected development was not achieved for some students in the sample group due to fundamental skill deficiencies. Some of the recommendations for future studies include examining the effects of the MASRL Model across different age groups and conducting experiments with both experimental and control groups to increase validity.