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

By Fatma Kayan Fadlelmula, Erdinç Çakıroğlu, S. Sungur. 2015

76 citations recorded by the source corpus.

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.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/9f8aad3dcf19acd55361a7ec8197d53c587bed41

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

The association between teacher-student relationship and academic achievement in Chinese EFL context: a serial multiple mediation model (2018, background): “For example, teachers may explain how and when to use cognitive and metacognitive strategies consciously (Camahalan, 2006; Fadlelmula et al., 2015).”