Developing a Structural Model on the Relationship among Motivational Beliefs, Self-Regulated Learning Strategies, and Achievement in Mathematics

Autor/inn/en	Fadlelmula, Fatma Kayan; Cakiroglu, Erdinc; Sungur, Semra
Titel	Developing a Structural Model on the Relationship among Motivational Beliefs, Self-Regulated Learning Strategies, and Achievement in Mathematics
Quelle	In: International Journal of Science and Mathematics Education, 13 (2015) 6, S.1355-1375 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-013-9499-4
Schlagwörter	Structural Equation Models; Student Attitudes; Beliefs; Learning Motivation; Self Management; Learning Strategies; Mathematics Achievement; Elementary School Mathematics; Elementary School Students; Grade 7; Foreign Countries; Goal Orientation; Public Schools; Questionnaires; Mathematics Tests; Mastery Learning; Self Efficacy; Hypothesis Testing; Turkey (Ankara) + Suchen Sie Ihr Suchwort? Schülerverhalten; Belief; Glaube; Motivation for studies; Lernmotivation; Selbstmanagement; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Elementare Mathematik; Schulmathematik; School year 07; 7. Schuljahr; Schuljahr 07; Ausland; Zielorientierung; Zielvorstellung; Public school; Öffentliche Schule; Fragebogen; Self-efficacy; Selbstwirksamkeit; Hypothesenprüfung; Hypothesentest
Abstract	This study examines the interrelationships among students' motivational beliefs (i.e. achievement goal orientations, perception of classroom goal structure, and self-efficacy), use of self-regulated learning strategies (i.e. elaboration, organization, and metacognitive self-regulation strategies), and achievement in mathematics, by proposing and testing a structural model. Participants were 1,019 seventh grade students, enrolled in public elementary schools in Ankara, Turkey. Self-report questionnaires and a mathematics test were administered to participants during their regular class periods. Results revealed that students' perception of classroom goal structure was significantly related to their adoption of achievement goals. Among achievement goals, only mastery goal orientation was significantly related to use of self-regulated learning strategies and mathematics achievement. Among self-regulated learning strategies, only elaboration was significantly related to mathematics achievement. In addition, self-efficacy was associated with achievement goals, use of self-regulated learning strategies, and mathematics achievement. These results supported many of the hypothesized relationships, and offered additional clarification for the literature. Possible explanations are discussed regarding both the expected and unexpected outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01