id: 05240169
dt: a
an: 2008a.00069
au: Mousoulides, Nikos; Philippou, George
ti: Studentsâ€™ motivational beliefs, self-regulation strategies and
mathematics achievement.
so: Chick, H. L. (ed.) et al., Proceedings of the 29th annual conference of the
International Group for the Psychology of Mathematics Education, PME
29, Melbourne, Australia, July 10â€’15, 2005. Vol 1-4. Melbourne:
University of Melbourne, Dep. of Science and Mathematics Education.
Part III, 321-328 (2005).
py: 2005
pu: Melbourne: University of Melbourne, Dep. of Science and Mathematics
Education
la: EN
cc: C29 C39 C49 D69 A69
ut: connections and relations between cognitive and affective factors;
empirical investigations; preservice teachers
ci:
li: emis:proceedings/PME29/PME29RRPapers/PME29Vol3MousoulidesPhilippou.pdf
ab: Summary: In this study we examine the relationships between motivational
beliefs, self- regulation strategies use, and mathematics achievement
in Cypriot pre-service teachers. Specifically, we developed a model
depicting connections and causal relations among cognitive and
affective factors, which was tested on the basis of self-report data
collected from 194 pre-service teachers using a modified version of the
Motivated Strategies for Learning Questionnaire (MSLQ) and a
mathematics achievement test. We found that the data fits the
theoretical model very well, meaning that the model explains the
structure of the above relationships, with self-efficacy being a strong
predictor of mathematics achievement and self-regulation strategies use
having a negative effect on achievement.
rv: