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

Adel El-Adl, Hussain Alkharusi*

*المؤلف المقابل لهذا العمل

نتاج البحث: المساهمة في مجلةمراجعة النظراء

25 اقتباسات (Scopus)

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 الأصليةEnglish
الصفحات (من إلى)104-111
عدد الصفحات8
دوريةCypriot Journal of Educational Sciences
مستوى الصوت15
رقم الإصدار1
المعرِّفات الرقمية للأشياء
حالة النشرPublished - فبراير 29 2020
منشور خارجيًانعم

ASJC Scopus subject areas

  • ???subjectarea.asjc.3300.3304???

بصمة

أدرس بدقة موضوعات البحث “Relationships between self-regulated learning strategies, learning motivation and mathematics achievement'. فهما يشكلان معًا بصمة فريدة.

قم بذكر هذا