Relationships between Self-Regulated Learning Strategies, Learning Motivation and Mathematics Achievement

Autor/inn/en	El-Adl, Adel; Alkharusi, Hussain
Titel	Relationships between Self-Regulated Learning Strategies, Learning Motivation and Mathematics Achievement
Quelle	In: Cypriot Journal of Educational Sciences, 15 (2020) 1, S.104-111 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-905X
Schlagwörter	Learning Strategies; Self Management; Learning Motivation; Mathematics Achievement; Correlation; Foreign Countries; Questionnaires; Value Judgment; Self Efficacy; Test Anxiety; Adolescents; Grade 9; Oman; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Learning methode; Learning techniques; Lernmethode; Lernstrategie; Selbstmanagement; Motivation for studies; Lernmotivation; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Korrelation; Ausland; Fragebogen; Werturteil; Self-efficacy; Selbstwirksamkeit; Examination phobia; Testangst; Prüfungsangst; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; School year 09; 9. Schuljahr; Schuljahr 09
Abstract	This study aimed at examining the relationships of self-regulated learning strategies with students' learning motivation and academic achievement in mathematics. The study employed a descriptive research design. The participants were 238 ninth grade students in the Sultanate of Oman. The Motivated Strategies for Learning Questionnaire was used to assess the participants' use of self-regulated learning strategies and motivation. Academic achievement was reflected by the total score obtained in mathematics. Results revealed statistically positive relationships of self-regulated learning with intrinsic motivation, extrinsic motivation, task value, control of learning beliefs, self-efficacy and academic achievement. Test anxiety was found to be negatively related to self-regulated learning. The study offers insights on how to develop effective instructional strategies to enhance students' self-regulated learning skills. (As Provided).
Anmerkungen	SciencePark Research, Organization & Counseling. P.O. Box 22912, Nicosa 1525, Cyprus. e-mail: editor.cjes@gmail.com; Web site: http://cjes.eu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01