Self-Regulation, Math Self-Efficacy, Math Interest and Mathematics Achievement

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Tatiana Fomina

Abstract

This study reports the relationships between self-regulation (SR), math self-efficacy, math interest, and three types of pupils’ mathematics achievement. The sample included 14–16-year-old students in the 9th grade (out of 11) educated in seven standard and enhanced curricula schools in Russia (N = 318). Significant correlations were found between the studied constructs and various types of pupils’ mathematics achievement. SR proved to be a significant predictor for higher indicators in both year math grade and for solving specific mathematical tasks. Whereas the constructs math self-efficacy and math interest are relevant to different kinds of mathematics achievements, math self-efficacy is a significant predictor for successful solving specific mathematical tasks, math interest is for the year math grade. In addition, the general level of SR acts as a mediator of the links between math interest and year math grade.

Keywords: Self-regulation, math self-efficacy, math interest, achievement;

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How to Cite
Fomina, T. (2017). Self-Regulation, Math Self-Efficacy, Math Interest and Mathematics Achievement. New Trends and Issues Proceedings on Humanities and Social Sciences, 4(6), 33-40. https://doi.org/10.18844/prosoc.v4i6.2909
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