A Self-Regulation Model of Mathematics Achievement for Eleventh-Grade Students

Tee, Kiew Nee; Eu, Leong Kwan; Rahim, Suzieleez Syrene Abdul

doi:10.1007/s10763-020-10076-8

Cited by 18 publications

(16 citation statements)

References 31 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Likewise, the results of research by [42] concluded that self-regulation is a determining factor in influencing student academic achievement and students' mathematical reasoning abilities [33]; academic achievement related to self-regulation [43]; confirm that self-regulation plays a stronger role in mathematic [44]; self-regulation can show an increase in the level of student independent learning and affect learning outcomes [45]; and self-regulation is positively related to affective attitudes, belief expectations, and learning outcomes [46]. Those previous research results are the clear supportive data.…”

Section: Introductionmentioning

confidence: 94%

The Influence of Self-efficacy and Self-regulation on Motivation and Learning Achievement

Wahyuddin¹

2022

Proceedings of the 3rd International Conference of Education and Science, ICES 2021, November 17-18, 2021, Jakarta, Indonesia

View full text Add to dashboard Cite

Section: Introductionmentioning

confidence: 94%

The Influence of Self-efficacy and Self-regulation on Motivation and Learning Achievement

Wahyuddin¹

2022

Proceedings of the 3rd International Conference of Education and Science, ICES 2021, November 17-18, 2021, Jakarta, Indonesia

View full text Add to dashboard Cite

“…This study focuses only on low achievement category of SBP students. Hence, the findings of this study cannot be generalised to other SBP students with high or moderate academic achievement (Fan, 2001;Tee, Leong, & Abdul Rahim, 2020). Therefore, future researchers are advised to extend the study using the three variables of this study to diverse samples.…”

Section: Resultsmentioning

confidence: 93%

Relationship between attitude, subjective norm, and perceived behavioural control of learning practices among boarding school students

Norlia¹,

Mastura

2020

JCET

View full text Add to dashboard Cite

This study was conducted based on the Theory of Planned Behaviour by Ajzen (1991) aimed at identifying the relationship between attitude, subjective norm and perceived behavioural control to learning practices among students of Boarding Schools (SBP). This study uses a correlational research design involving a sample of 200 low-achieving Form Four students from four SBPs in Johor selected through purposeful random sampling. A Learning Practice Questionnaire by Norlia and Faizah (2016) with values of item (0.98) and individual (0.88) reliability based on RASCH analysis was used to collect the data. The result of the inferential statistical analysis using Pearson correlation shows that there is a significant positive relationship between attitude and subjective norms learning practices (r = 0.44, p

show abstract

“…Interaction with peers is reported to affect student motivation and thus has a direct impact on the development of critical thinking skills 67 . SRL is also a dominant factor in influencing students' critical thinking skills 68 . However, despite analyzing various factors that affect critical thinking skills, there is a need for further research and analysis on the factors that influence critical thinking during online biochemistry learning.…”

Section: Discussionmentioning

confidence: 99%

Exploration of critical thinking and self‐regulated learning in online learning during the COVID‐19 pandemic

Anwar

Mutiah

2022

Biochem Molecular Bio Educ

View full text Add to dashboard Cite

An in‐depth analysis of today's online biochemistry learning is required to ensure better learning in the future. As a skill that students need to enter the world of work, critical thinking remains a goal in higher education. To develop critical thinking, students need to self‐regulate by developing their self‐regulated learning (SRL). This study aims to analyze students' critical thinking and SRL during online biochemistry learning. The research sample comprises 54 University of Mataram students. The data on critical thinking and SRL were gathered using tests and questionnaires. Supporting data were collected from observations on the Moodle platform, which was used as a learning tool during the learning process, and free‐response data. The results revealed low average scores for three components of the students' critical thinking in online biochemistry learning, namely hypothesis testing, developing conclusions and argument analysis. Among the indicators, metacognitive skill had the highest average score and help seeking had the lowest average score in the SRL measurement. Students' low critical thinking in online biochemistry learning may be caused by a lack of student–student interaction.

show abstract

A Self-Regulation Model of Mathematics Achievement for Eleventh-Grade Students

Cited by 18 publications

References 31 publications

The Influence of Self-efficacy and Self-regulation on Motivation and Learning Achievement

The Influence of Self-efficacy and Self-regulation on Motivation and Learning Achievement

Relationship between attitude, subjective norm, and perceived behavioural control of learning practices among boarding school students

Exploration of critical thinking and self‐regulated learning in online learning during the COVID‐19 pandemic

Contact Info

Product

Resources

About