A Self-Regulation Model of Mathematics Achievement for Eleventh-Grade Students

Autor/inn/en	Tee, Kiew Nee; Leong, Kwan Eu; Abdul Rahim, Suzieleez Syrene
Titel	A Self-Regulation Model of Mathematics Achievement for Eleventh-Grade Students
Quelle	In: International Journal of Science and Mathematics Education, 19 (2021) 3, S.619-637 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-020-10076-8
Schlagwörter	Self Management; Models; Mathematics Achievement; Academic Achievement; High School Students; Grade 11; Private Schools; Thinking Skills; Critical Thinking; Student Motivation; Correlation; Foreign Countries; Malaysia + Suchen Sie Ihr Suchwort? Selbstmanagement; Analogiemodell; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Schulleistung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School year 11; 11. Schuljahr; Schuljahr 11; Private school; Privatschule; Denkfähigkeit; Kritisches Denken; Schulische Motivation; Korrelation; Ausland
Abstract	In recent years, mathematical thinking and reasoning have been widely discussed to promote students' abilities to apply mathematical knowledge and ideas in their daily living. However, few studies have investigated the role of self-regulation in relation to reasoning. This study examined the effects of self-regulation processes on student mathematical reasoning and academic achievement. Using a quantitative research design and the PLS-SEM technique, data were collected from 248 private school students in Malaysia. The PLS-SEM results showed that behavioral regulations, including processes of self-observation, self-judgment, and self-reaction, are decisive factors in influencing student academic achievement and student mathematical reasoning ability. The dimensions of motivational regulation, including processes of self-efficacy, task value, and mastery goal orientation, are dominant factors influencing student reasoning ability, followed by cognition regulation, which includes use of elaboration strategy and critical thinking skills. The study also found that cognition regulation is a significant mediator of the relationship between motivational regulation and reasoning ability. Behavioral and cognition regulation processes, as well as students' reasoning ability, are the mediators of motivational regulation on academic achievement. The results of this study suggest that teachers should foster the adoption of self-regulation processes in mathematics learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01