Motivational and Affective Determinants of Self-Regulatory Strategy Use in Elementary School Mathematics

Autor/inn/en	Chatzistamatiou, Mariza; Dermitzaki, Irini; Efklides, Anastasia; Leondari, Angeliki
Titel	Motivational and Affective Determinants of Self-Regulatory Strategy Use in Elementary School Mathematics
Quelle	In: Educational Psychology, 35 (2015) 7, S.835-850 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2013.822960
Schlagwörter	Elementary School Mathematics; Self Control; Correlation; Elementary School Students; Learning Strategies; Student Motivation; Grade 5; Grade 6; Foreign Countries; Values; Structural Equation Models; Self Efficacy; Questionnaires; Student Attitudes; Statistical Analysis; Greece + Suchen Sie Ihr Suchwort? Elementare Mathematik; Schulmathematik; Selbstbeherrschung; Korrelation; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Schulische Motivation; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Ausland; Wertbegriff; Self-efficacy; Selbstwirksamkeit; Fragebogen; Schülerverhalten; Statistische Analyse; Griechenland
Abstract	The aim of the study was to investigate the relationships between elementary students' reported use of self-regulatory strategies in mathematics and their motivational and affective determinants. Participants of the study were 344 fifth- and sixth-grade Greek students. Students were asked to complete self-reported measures regarding the strategies they use to self-regulate mathematics learning, their achievement goals in relation to mathematics, their self-efficacy concerning mathematics learning and achievement, the value they attribute to mathematics as a subject domain and their enjoyment of mathematics learning. Structural equation modelling confirmed a mediation model, that is, students' mathematics self-efficacy, value beliefs about mathematics and enjoyment mediated the effects of achievement goals on reported strategy use. Results are discussed in terms of implications for elementary students' self-regulated learning skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01