Examination of the Relationships between Fifth Graders' Self-Regulated Learning Strategies, Motivational Beliefs, Attitudes, and Achievement

Ocak G., Yamac A.

KURAM VE UYGULAMADA EGITIM BILIMLERI, cilt.13, sa.1, ss.380-387, 2013 (SSCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 13 Sayı: 1
  • Basım Tarihi: 2013
  • Dergi Adı: KURAM VE UYGULAMADA EGITIM BILIMLERI
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, TR DİZİN (ULAKBİM)
  • Sayfa Sayıları: ss.380-387
  • Anahtar Kelimeler: Motivational Beliefs, Self-regulated Learning, Metacognitive, Attitude, Primary Education, EFFICACY BELIEFS, STUDENTS, COGNITION, SKILL
  • Erciyes Üniversitesi Adresli: Hayır

Özet

The aim of current study was to examine predictor and explanatory relationships between fifth graders' self-regulated learning strategies, motivational beliefs, attitudes towards mathematics, and academic achievement. The study was conducted on a sample of 204 students studying in the primary schools of Afyonkarahisar province. Motivated Strategies for Learning Questionnaire (MSLQ) and Mathematics Attitude Scale (MTO) were used as data collection tools. In the current study, two different models were proposed. In first and second model, respectively, how motivational belief and self-regulated learning strategies explained the attitude and achievement was examined and how motivational beliefs explained self-regulated learning strategies. According to findings obtained from the study, metacognitive self-regulation, self-efficacy, task value, intrinsic goal orientation predicted the attitude towards mathematics, while self-efficacy and test anxiety predicted the achievement. However, task value, self-efficacy and intrinsic goal orientation predicted self-regulated learning strategies.