
05240169
a
2008a.00069
Mousoulides, Nikos
Philippou, George
Students' motivational beliefs, selfregulation strategies and mathematics achievement.
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 1015, 2005. Vol 14. Melbourne: University of Melbourne, Dep. of Science and Mathematics Education. Part III, 321328 (2005).
2005
Melbourne: University of Melbourne, Dep. of Science and Mathematics Education
EN
C29
C39
C49
D69
A69
connections and relations between cognitive and affective factors
empirical investigations
preservice teachers
emis:proceedings/PME29/PME29RRPapers/PME29Vol3MousoulidesPhilippou.pdf
Summary: In this study we examine the relationships between motivational beliefs, self regulation strategies use, and mathematics achievement in Cypriot preservice teachers. Specifically, we developed a model depicting connections and causal relations among cognitive and affective factors, which was tested on the basis of selfreport data collected from 194 preservice 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 selfefficacy being a strong predictor of mathematics achievement and selfregulation strategies use having a negative effect on achievement.