Abstract
The present study was designed to investigate effects of a self-evaluation training, in order to acquire both the self regulated uses of solving skill and strategy, and the self control ability of evaluating own's solving process based on self evaluation cards, and correcting it in addition to self marking papers, on division learning performance in both arithmetic and intrinsic motivation in third graders of elementary school. Children given the self-evaluation training for ten hours (Group Experiment) made better performance in arithmetic achievement scores (i. e., post test) and strengthened their intrinsic motivation in the modified Harter's test scores more than in Group Control, in which children were required only self marking papers for ten hours (ordinary self-evaluation). This finding made it clear that the self-evaluation training using self-evaluation cards was more effective in facilitating division learning in arithmetic and increasing intrinsic motivation than in an ordinary self-evaluation.
