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Relationships between self-regulated learning strategies, learning motivation and mathematics achievement

Cypriot journal of educational sciences, 2020-02, Vol.15 (1), p.104-111 [Peer Reviewed Journal]

ISSN: 1305-905X ;EISSN: 1305-905X ;DOI: 10.18844/cjes.v15i1.4461

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  • Title:
    Relationships between self-regulated learning strategies, learning motivation and mathematics achievement
  • Author: El-Adl, Adel ; AlKharusi, Hussain Ali Talib
  • Subjects: Adolescents ; Correlation ; Education ; Foreign Countries ; Grade 9 ; Learning Motivation ; Learning Strategies ; Mathematics Achievement ; Questionnaires ; Self Efficacy ; Self Management ; Test Anxiety ; Value Judgment
  • Is Part Of: Cypriot journal of educational sciences, 2020-02, Vol.15 (1), p.104-111
  • Description: 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
  • Publisher: United World Center of Innovation Research and Publication Center
  • Language: English
  • Identifier: ISSN: 1305-905X
    EISSN: 1305-905X
    DOI: 10.18844/cjes.v15i1.4461
  • Source: ERIC Full Text Only (Discovery)
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