Last modified: 2017-04-26
Abstract
Self-regulation of educational goals achievement is considered as an important predictor of the students’ academic success (Pintrich, 2000; Zimmerman & Schunk, 2008; Zimmerman, 1990; Zimmerman, 2000). Recent research reveal an increasing interest in investigating self-regulation in the system of cognitive and personal predictors of academic achievement (Harackiewicz et al., 2008; Lee, Lee, Bong, 2014; Morosanova et al., 2016). In our previous work, we’ve demonstrated that self-regulation mediates the influence of cognitive abilities on the students’ mathematical success (Morosanova, Fomina, Bondarenko, 2015). The purpose of the present study was to scrutinize relationships between the conscious self-regulation and Math self-efficacy, Math interest and Mathematics achievement.
The sample included 318 (158 males) 14-16-year-old students (mean age = 15.1) of the 9th (out of 11) grade, educated in seven standard and enhanced curricula schools in Russia.
To access regulatory characteristics, we’ve applied Morosanova’s «Self-Regulation Profile of Learning Activity Questionnaire – SRPLAQ». We also collected the data on three aspects of the students' mathematical performance: (1) mathematical fluency during time-limited problem solving (Problem Verification Task); (2) understanding of mathematical concepts and operations assessed by a time-unlimited mathematical test (Understanding Number); (3) overall teacher rated mathematical achievement (Annual Math Grade). Math Self-efficacy and Math Interest was measured by means of PISA (Program for International Student Assessment) student questionnaires - the online battery (available at www.teds.ac.uk) containing mathematics tests and intrapersonal factors questionnaires.
Regression analysis has revealed that personal and regulatory characteristics are significant predictors of various types of mathematical success, explaining from 7 to 13% of the variance. Math interest and Math self-efficacy turned out to be more significant predictors for the variables "Understanding Number" and "Problem Verification Task" while the greatest role of self-regulation is revealed for the variable “Annual Math Grade”. Apparently, it is due to an important role of the situational and personal factors in solving specific mathematical problems. Whereas in case when an expanded activity takes place in achieving educational goals (e.g. in successful obtaining mathematical knowledge), the conscious self-regulation proves to be more significant predictor than motivational and personal factors. Mediator analysis has confirmed that conscious self-regulation mediates the relationship between Math interest and the final academic achievements (Annual Math Grade).