Self‐regulation, goal orientation, self‐efficacy, worry, and high‐stakes math achievement for mathematically gifted high school students<sup>1</sup>,<sup>2</sup>

Malpass, John R.; O’Neil, Harold F.; Hocevar, Dennis

doi:10.1080/02783199909553976

Cited by 92 publications

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“…Yüksel (2013) revealed that there was a positive medium-level relationship between the self-regulation skill levels and success levels of teacher candidates. The study by Malpass et al (1999) involving students attending secondary school determined a positive relationship between self-regulation and success in mathematics. The study by Altun (2005) involving university students determined a positive relationship between success in mathematics and learning strategies based on self-regulation and self-efficacy perception.…”

Section: Resultsmentioning

confidence: 99%

“…The literature on the subject reports numerous studies that reveal the relationship between the concept of self-regulation and gender (Akkaya, 2012;Alçı & Altun, 2007;Cebesoy, 2013;Çelik Ercoşkun & Köse, 2014;Erdoğan & Şengül, 2014;Gömleksiz & Demiralp, 2012;Kadıoğlu, Uzuntiryaki, & Çapa Aydın, 2011;Özkal & Sucuoğlu, 2013;Sağırlı & Azapağası, 2009;Üredi & Üredi, 2005;Yüksel, 2013;Zimmerman, Bandura, & Martinez-Ponds, 1992;Zimmerman & Martinez-Pons, 1990), self-efficacy (İsrael, 2007;Ocak & Yamaç, 2013;Pintrich, 1999;Pintrich & De Groot, 1990;Virtanen, Nevgi, & Niemi, 2014;Zimmerman & Martinez-Pons, 1990), and academic success (Akkuş İspir, Ay, & Saygı, 2011;Altun, 2005;Altun & Erden, 2013;Arsal;Bembenutty, 2011;Bono & Bizri, 2014;Cheng, 2011;Duru, Duru, & Balkıs, 2014;Malpass, O'Neil, Harold, & Hocevar, 1999;Tekbıyık, Camadan, & Gulay, 2013;Turan & Demirel, 2010;İsrael, 2007;Üredi & Üredi, 2005Yüksel, 2013).…”

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Investigation of the Self-Regulated Learning Strategies of Students from the Faculty of Education Using Ordinal Logistic Regression Analysis

2016

EDUC SCI-THEOR PRACT

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Citation: Bozpolat, E. (2016). Investigation of the self-regulated learning strategies of students from the faculty of education using ordinal logistic regression analysis. AbstractThe purpose of this study was to reveal whether the low, medium, and high level self-regulated learning strategies of third year students at the Education Faculty of Cumhuriyet University can be predicted by the variables of gender, academic self-efficacy, and general academic average. The study uses the Relational Screening Model. The dependent variable of the study was the "self-regulated learning strategies" of the students and the independent variables were gender, academic self-efficacy, and general academic average.The universe of the study consisted of 1398 third year students from 11 departments of the Education Faculty of Cumhuriyet University. The sample of the study consisted of 826 third year students from 11 departments of the Education Faculty of Cumhuriyet University, all chosen by simple random sampling. In the study, as a tool for data collection, the "Academic Self-Efficacy Scale" was used to identify the academic efficacies of the students, and the "Self-Regulated Learning Strategies Scale" was used to identify the self-regulated learning strategies of the students. In the analysis of the data, a clustering analysis of the dependent variable and the three-category ordinal logistic regression analysis was used since it was ordered. On examining the results of the logistic regression analysis, it could be seen that gender, general academic average, and academic selfefficacy of the students predicted the self-regulated learning strategies to a significant level.

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Section: Resultsmentioning

confidence: 99%

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Investigation of the Self-Regulated Learning Strategies of Students from the Faculty of Education Using Ordinal Logistic Regression Analysis

2016

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“…In the literature, some studies emphasize that students' mathematics self-efficacy levels differ according to gender (Çakıroğlu & Işıksal, 2009;Öztürk & Şahin 2015;Pajares, 2005;Pajares & Graham, 1999) whereas others suggest that they do not differ according to gender (Akay & Boz, 2011;Pajares, 2005;Pajares & Graham, 1999;Yamaç, 2011). Studies on academic success emphasize that students' mathematics self-efficacy levels are a good indicator of their performance in mathematics (Malpass, O'Neil, & Hocevar, 1999;Pajares & Graham 1999). There are also studies suggesting that one's level of mathematics self-efficacy is positively affected by academic success in mathematics (Çelik, 2012;Dandy & Nettelbeck, 2002;Eshel & Kohavi, 2003;House, 2004;Yamaç, 2011;Zusho & Pintrich, 2003).…”

Section: Discussionmentioning

confidence: 99%

Analysis of Student and School Level Variables Related to Mathematics Self-Efficacy Level Based on PISA 2012 Results for China-Shanghai, Turkey, and Greece

Usta¹

2016

EDUC SCI-THEOR PRACT

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This study aims to analyze the student and school level variables that affect students' self-efficacy levels in mathematics in China-Shanghai, Turkey, and Greece based on PISA 2012 results. In line with this purpose, the hierarchical linear regression model (HLM) was employed. The interschool variability is estimated at approximately 17% in China-Shanghai, approximately 22% in Turkey, and approximately 23% in Greece.This study showed a positive association between variables of self-confidence, teacher support, and attitude toward school, all of which are among Level 1 variables, and mathematics self-efficacy in all three countries.A negative association was observed to exist between the variables socio-cultural index and educational opportunities at home and mathematics self-efficacy in all three countries. While pre-school education in ChinaShanghai and Turkey were negatively associated with students' mathematics self-efficacy levels, the same variable was positively associated with students' mathematics self-efficacy in Greece. While the variable mathematical anxiety was negatively associated with students' mathematics self-efficacy in China-Shanghai and Greece, it was positively associated with students' mathematics self-efficacy in Turkey. The variable interest in mathematics, in turn, was negatively associated with mathematics self-efficacy solely in ChinaShanghai. Regarding the association between mathematics self-efficacy levels and the school level variables, a near-zero positive association was found between class size, deemed significant for Turkey, and self-efficacy levels. The association between teacher to student ratio in school and self-efficacy levels was found to be negative in all three countries. The variable teacher' s morale, however, was positively associated with self-efficacy level in China-Shanghai and Turkey.

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“…In a study conducted by Young and Vrongistinos (2002) on prospective teachers, they found that intrinsic objective orientation, value attached to duty, self-efficacy belief,interpretation and level of the use of metacognition strategy of the students with high level of success were higher than those of the students with low level of success.Similarly, in a study conducted by Andrew and Wialle (1998) on nursing students, they found that there were significant relationships among nursing-related academic self-efficacy, scientific self-efficacy, value attached to duty,self-efficacy for learning and performance, critical thinking, self-regulation of metacognition and academic performance.In a research conducted by Malpass,et al (1999) on secondary school students, they found that there was a negative relationship between anxiety and mathematics success whereas there was a positive relationship between self-regulation and mathematics success.…”

Section: Discussionmentioning

confidence: 99%

The relationship between secondary school students mathematics anxiety and self-regulation

İşleyen¹

2015

Educ. Res. Rev.

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One of the basic aims of education is to facilitate students' learning and to make it permanent. Researching and identifying the factors which can positively or negatively affect students' learning hold a great deal of importance in terms of actualizing learning. The aim of this study is to determine whether or not there is a relationship between elementary school students' (5 th , 6 th , 7 th , and 8 th grades) mathematics self-regulation abilities and their mathematics anxiety. The sample of the research was composed of a total of 283 students (141 males and 142 females) who went to public school located in Erzurum. Both Mathematics Anxiety Scale and Self-Regulation Skill Scale for elementary school students were used as data collection tools of the study in which causal research design was used. SPSS 18.0 package program, the Pearson Product-Moment Correlation Coefficient Analysis and the Multilinear Regression Analysis were used in analyzing the data. In view of the obtained findings, a negative relationship was found between mathematics anxiety and self-regulation skill [r=-.27].

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Self‐regulation, goal orientation, self‐efficacy, worry, and high‐stakes math achievement for mathematically gifted high school students¹,²

Cited by 92 publications

References 50 publications

Investigation of the Self-Regulated Learning Strategies of Students from the Faculty of Education Using Ordinal Logistic Regression Analysis

Investigation of the Self-Regulated Learning Strategies of Students from the Faculty of Education Using Ordinal Logistic Regression Analysis

Analysis of Student and School Level Variables Related to Mathematics Self-Efficacy Level Based on PISA 2012 Results for China-Shanghai, Turkey, and Greece

The relationship between secondary school students mathematics anxiety and self-regulation

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Self‐regulation, goal orientation, self‐efficacy, worry, and high‐stakes math achievement for mathematically gifted high school students1,2

Cited by 92 publications

References 50 publications

Investigation of the Self-Regulated Learning Strategies of Students from the Faculty of Education Using Ordinal Logistic Regression Analysis

Investigation of the Self-Regulated Learning Strategies of Students from the Faculty of Education Using Ordinal Logistic Regression Analysis

Analysis of Student and School Level Variables Related to Mathematics Self-Efficacy Level Based on PISA 2012 Results for China-Shanghai, Turkey, and Greece

The relationship between secondary school students mathematics anxiety and self-regulation

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Self‐regulation, goal orientation, self‐efficacy, worry, and high‐stakes math achievement for mathematically gifted high school students¹,²