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A self-regulation model of mathematics achievement for eleventh-grade students

In recent years, mathematical thinking and reasoning have been widely discussed to promote students' abilities to apply mathematical knowledge and ideas in their daily living. However, few studies have investigated the role of self-regulation in relation to reasoning. This study examined the ef...

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Main Authors: Tee, Kiew Nee, Leong, Kwan Eu, Abdul Rahim, Suzieleez Syrene
Format: Article
Published: Springer Verlag (Germany) 2021
Subjects:
L Education (General)
Online Access:http://eprints.um.edu.my/27119/
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spelling my.um.eprints.271192022-05-11T08:38:31Z http://eprints.um.edu.my/27119/ A self-regulation model of mathematics achievement for eleventh-grade students Tee, Kiew Nee Leong, Kwan Eu Abdul Rahim, Suzieleez Syrene L Education (General) In recent years, mathematical thinking and reasoning have been widely discussed to promote students' abilities to apply mathematical knowledge and ideas in their daily living. However, few studies have investigated the role of self-regulation in relation to reasoning. This study examined the effects of self-regulation processes on student mathematical reasoning and academic achievement. Using a quantitative research design and the PLS-SEM technique, data were collected from 248 private school students in Malaysia. The PLS-SEM results showed that behavioral regulations, including processes of self-observation, self-judgment, and self-reaction, are decisive factors in influencing student academic achievement and student mathematical reasoning ability. The dimensions of motivational regulation, including processes of self-efficacy, task value, and mastery goal orientation, are dominant factors influencing student reasoning ability, followed by cognition regulation, which includes use of elaboration strategy and critical thinking skills. The study also found that cognition regulation is a significant mediator of the relationship between motivational regulation and reasoning ability. Behavioral and cognition regulation processes, as well as students' reasoning ability, are the mediators of motivational regulation on academic achievement. The results of this study suggest that teachers should foster the adoption of self-regulation processes in mathematics learning. Springer Verlag (Germany) 2021-03 Article PeerReviewed Tee, Kiew Nee and Leong, Kwan Eu and Abdul Rahim, Suzieleez Syrene (2021) A self-regulation model of mathematics achievement for eleventh-grade students. International Journal of Science and Mathematics Education, 19 (3). pp. 619-637. ISSN 1571-0068, DOI https://doi.org/10.1007/s10763-020-10076-8 <https://doi.org/10.1007/s10763-020-10076-8>. 10.1007/s10763-020-10076-8
institution Universiti Malaya
building UM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Malaya
content_source UM Research Repository
url_provider http://eprints.um.edu.my/
topic L Education (General)
spellingShingle L Education (General)
Tee, Kiew Nee
Leong, Kwan Eu
Abdul Rahim, Suzieleez Syrene
A self-regulation model of mathematics achievement for eleventh-grade students
description In recent years, mathematical thinking and reasoning have been widely discussed to promote students' abilities to apply mathematical knowledge and ideas in their daily living. However, few studies have investigated the role of self-regulation in relation to reasoning. This study examined the effects of self-regulation processes on student mathematical reasoning and academic achievement. Using a quantitative research design and the PLS-SEM technique, data were collected from 248 private school students in Malaysia. The PLS-SEM results showed that behavioral regulations, including processes of self-observation, self-judgment, and self-reaction, are decisive factors in influencing student academic achievement and student mathematical reasoning ability. The dimensions of motivational regulation, including processes of self-efficacy, task value, and mastery goal orientation, are dominant factors influencing student reasoning ability, followed by cognition regulation, which includes use of elaboration strategy and critical thinking skills. The study also found that cognition regulation is a significant mediator of the relationship between motivational regulation and reasoning ability. Behavioral and cognition regulation processes, as well as students' reasoning ability, are the mediators of motivational regulation on academic achievement. The results of this study suggest that teachers should foster the adoption of self-regulation processes in mathematics learning.
format Article
author Tee, Kiew Nee
Leong, Kwan Eu
Abdul Rahim, Suzieleez Syrene
author_facet Tee, Kiew Nee
Leong, Kwan Eu
Abdul Rahim, Suzieleez Syrene
author_sort Tee, Kiew Nee
title A self-regulation model of mathematics achievement for eleventh-grade students
title_short A self-regulation model of mathematics achievement for eleventh-grade students
title_full A self-regulation model of mathematics achievement for eleventh-grade students
title_fullStr A self-regulation model of mathematics achievement for eleventh-grade students
title_full_unstemmed A self-regulation model of mathematics achievement for eleventh-grade students
title_sort self-regulation model of mathematics achievement for eleventh-grade students
publisher Springer Verlag (Germany)
publishDate 2021
url http://eprints.um.edu.my/27119/
_version_ 1735409501931044864
score 13.211869

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