ملخص
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.
اللغة الأصلية | English |
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الصفحات (من إلى) | 104-111 |
عدد الصفحات | 8 |
دورية | Cypriot Journal of Educational Sciences |
مستوى الصوت | 15 |
رقم الإصدار | 1 |
المعرِّفات الرقمية للأشياء | |
حالة النشر | Published - فبراير 29 2020 |
ASJC Scopus subject areas
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