The value of fixed versus faded self‑regulatory scaffolds on fourth graders’ mathematical problem solving

Research has indicated that students can be taught self-regulated learning (SRL) in scaffolding
programs focusing on a fixed continuous practice (e.g., metacognitive question
prompts). However, the fading role of scaffolding to prepare autonomous learning is often
an overlooked component. A unique approach for fading is suggested that offers a graduated
reduction model of scaffolding prompts according to the SRL phases involved in the
solution, which allows assimilation of processes to prepare learners for autonomous activity.
This quasi-experimental study of fourth-graders (n = 134) examines the effectiveness
of metacognitive self-question prompts in a Fixed (continuous) versus Faded (graduated
reduction) scaffolds model during planning, monitoring and reflection phases, on the facilitation
of students’ SRL (metacognition, calibration of confidence judgment, motivation),
and sense making of mathematical problem solving at the end of the program (short-term
effect) and 3 months later (long-term/lasting effect). Findings indicated that the Faded
Group performed best in the metacognition knowledge aspect, motivation in the performance
goal approach increased and, in the avoidance, goal decreased. No differences were
found between the groups on the regulation aspect and calibration of confidence judgment
in the solution success. Additionally, the Faded Group outperformed the Fixed Group on
sense making of problem solving. These findings were manifested particularly in the longterm
effect. The study supports theoretical claims relating the role of fading scaffolds to
increase students’ autonomous SRL (metacognition, motivation) and improvements in
sense making, particularly on the long-term retention effect.