Motivational and affective determinants of self-regulatory strategy use in elementary school mathematics |
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| Authors: | Mariza Chatzistamatiou Irini Dermitzaki Anastasia Efklides Angeliki Leondari |
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| Institution: | 1. Department of Special Education, University of Thessaly, Volos, Greece;2. Department of Psychology, Aristotle University of Thessaloniki, Thessaloniki, Greece;3. Department of Preschool Education, University of Thessaly, Volos, Greece |
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| Abstract: | The aim of the study was to investigate the relationships between elementary students’ reported use of self-regulatory strategies in mathematics and their motivational and affective determinants. Participants of the study were 344 fifth- and sixth-grade Greek students. Students were asked to complete self-reported measures regarding the strategies they use to self-regulate mathematics learning, their achievement goals in relation to mathematics, their self-efficacy concerning mathematics learning and achievement, the value they attribute to mathematics as a subject domain and their enjoyment of mathematics learning. Structural equation modelling confirmed a mediation model, that is, students’ mathematics self-efficacy, value beliefs about mathematics and enjoyment mediated the effects of achievement goals on reported strategy use. Results are discussed in terms of implications for elementary students’ self-regulated learning skills. |
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| Keywords: | self-regulatory strategies achievement goals self-efficacy value enjoyment elementary school mathematics |
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