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

FADLELMULA F. K., ÇAKIROĞLU E., SUNGUR S.

INTERNATIONAL JOURNAL OF SCIENCE AND MATHEMATICS EDUCATION, cilt.13, sa.6, ss.1355-1375, 2015 (SSCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 13 Sayı: 6
  • Basım Tarihi: 2015
  • Doi Numarası: 10.1007/s10763-013-9499-4
  • Dergi Adı: INTERNATIONAL JOURNAL OF SCIENCE AND MATHEMATICS EDUCATION
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus
  • Sayfa Sayıları: ss.1355-1375
  • Anahtar Kelimeler: achievement goal orientation, mathematics education, self-efficacy, self-regulated learning strategies, structural equation modeling, EFFICACY, GOALS, PERFORMANCE, STUDENTS, ABILITY
  • Orta Doğu Teknik Üniversitesi Adresli: Evet

Özet

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.