scholarly journals Self-regulation based Learning Strategies and Self-efficacy Perceptions as Predictors of Male and Female Students’ Mathematics Achievement

2013 ◽  
Vol 106 ◽  
pp. 2354-2364 ◽  
Author(s):  
Sertel Altun ◽  
Münire Erden
Keyword(s):  
Mathematics Achievement ◽  
Learning Strategies ◽  
Self Efficacy ◽  
Self Regulation ◽  
Female Students ◽  
Male And Female

Insight into strategies adopted by the residents who passed exit fellowship examination in first few attempts

2020 ◽  
Vol 14 (1) ◽  
pp. 10-15
Author(s):  
Humera Zafar Ali Khan ◽  
Amina Ahmad ◽  
Abid Ashar ◽  
Hamid Mahmood
Keyword(s):  
Learning Strategies ◽  
Self Efficacy ◽  
Self Regulation ◽  
Structural Description ◽  
Snowball Sampling ◽  
Emotional Wellbeing ◽  
Self Directed Learning ◽  
Self Confidence ◽  
Helpful Factors ◽  
Emotional Burnout

Background: The residents who pass exit fellowship examination in few attempts adopt certain strategies for early success. The lived experiences of residents passing FCPS final examination in few attempts, barriers to success and strategies to overcome those barriers were studied. Participants and methodology: This phenomenological research study was conducted at Services Hospital, Lahore, Pakistan from June 2015 to May 2017. Purposeful snowball sampling was done. Eleven residents who passed their Final FCPS examination in few attempts, in the last 15 years were included in the study. Semi-structured open-ended interview of the residents was audio-recorded and transcribed. Three themes of helpful factors, barriers encountered and suggestions to overcome those barriers to get through the final FCPS examination and the emerging sub-themes were analyzed and textural and structural description were assigned. Results: Three themes were based on the aim of study and their related emerging sub-themes were found. The helpful factors included self-directed learning, peer assisted learning, interactive educational environment, rehearsal and self-determination. Barriers encountered were related to learning difficulties, competing responsibilities and physical and emotional burnout. Lastly, suggestions to overcome the barriers were use of multiple technology based learning strategies, developing self-confidence and self-efficacy together with prioritization of emotional and physical wellbeing. Conclusions: This study found that self-regulation and internal motivation were important strategies for success in the FCPS exit examination. Barriers can be overcome through technology based learning and increased self-efficacy and prioritizing physical and emotional wellbeing.

scholarly journals Interrelation of Ideas About Self-Efficacy with Motivation to Succeed in Young People Taking University Psychological and Legal Courses

2019 ◽  
Vol 10 (1) ◽  
Author(s):  
Evgeniya Vorontsova
Keyword(s):  
Young People ◽  
Interpersonal Communication ◽  
Self Efficacy ◽  
Female Students ◽  
First Year ◽  
Male And Female ◽  
Psychological Phenomena ◽  
Psychological Science ◽  
Second Year ◽  
University Training

Due to the growing interest in the phenomenon of self-efficacy, the psychological science examines the directions of studying self-efficacy in domestic and foreign exploratory development. The attention is focused on studies that reveal the interrelation of the self-efficacy phenomenon with other psychological phenomena, such as motivation to succeed and avoidance of failure, as well as studies devoted to the features of self-efficacy ideas in male and female students. There are publications on the data of the empiric investigation of interrelation of self-efficacy and success motivation in young people at various university training stages with presentations of analysis of differences in correlation features in male and female students. A conclusion is made that there are differences existing between the investigated indicators of self-efficacy in substantive work, self-efficacy in interpersonal communication and success motivation in the first-year and the second-year students, as well as the differences existing in the outlined indicators in the young people taking university psychological and legal courses.

scholarly journals Academic Achievement Test in English and Mathematics of Secondary School Students in relation to Gender Differences

2015 ◽  
Vol 2 (3) ◽  
Author(s):  
Mohd Hasan ◽  
Salahuddin Khan
Keyword(s):  
Academic Achievement ◽  
Mathematics Achievement ◽  
Secondary School ◽  
Female Students ◽  
Male Students ◽  
Achievement Scores ◽  
School Students ◽  
Male And Female ◽  
Significant Difference ◽  
And Mathematics

The present research study aims to examine the academic achievement of secondary school students in relation to gender differences. The study was carried out on a sample of 100 male and female students studying in class IXth of Aligarh District, U.P. India. Two self developed tools were applied which finally analysed by applying Mean, SD, t-Test and Pearson‟s Coefficient Correlation (r). Results revealed a significant difference between male and female students in English achievement scores and also no significant difference was found between English and Mathematics achievement scores of IXth grade male students. Results also revealed low positive correlation between English and Mathematics achievement of male students of IXth grade and moderate positive correlation between English and Mathematics achievement of female students of IXth grade. The results suggested to the need of motivation and encouragement for enhancing academic achievement scores of male and female students.

scholarly journals Validation of the Mathematics Motivation Questionnaire (MMQ) for secondary school students

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Logan Fiorella ◽  
So Yoon Yoon ◽  
Kinnari Atit ◽  
Jason R. Power ◽  
Grace Panther ◽  
...  
Keyword(s):  
Mathematics Achievement ◽  
Secondary School ◽  
Test Anxiety ◽  
Secondary Students ◽  
Self Efficacy ◽  
Secondary School Students ◽  
Intrinsic Value ◽  
Self Regulation ◽  
School Students ◽  
Mathematics Motivation

Abstract Background Motivation is critical for supporting persistence and achievement in science, technology, engineering, and mathematics (STEM) disciplines. In this study, we focus on the assessment of mathematics motivation among secondary school students. We provide validity and reliability evidence for the Mathematics Motivation Questionnaire (MMQ)—adapted from the Science Motivation Questionnaire designed for college students—using data from 2551 secondary students from seven states across the United States. Results Exploratory and confirmatory factor analyses confirmed five latent factors of the MMQ indicated by 19 items: intrinsic value, self-regulation, self-efficacy, utility value, and test anxiety. The nonlinear SEM reliability coefficients of the five constructs ranged from 0.76 to 0.91. To assess criterion validity, analyses using a subset of the data that included students’ mathematics standardized scores (n = 536) indicated that intrinsic value, self-regulation, and self-efficacy were significantly positively correlated with mathematics achievement, whereas test anxiety was significantly negatively correlated with mathematics achievement. Conclusions The MMQ provides a reliable, valid, and feasible measure of the specific factors underlying mathematics motivation among secondary students.

scholarly journals Self-Regulation of Emotion in Students in Yogyakarta Indonesia: Gender Differences

2019 ◽  
Vol 4 (3) ◽  
pp. 82
Author(s):  
Said Alhadi ◽  
Wahyu Nanda Eka Saputra ◽  
Purwadi Purwadi ◽  
Siti Muyana ◽  
Agus Supriyanto ◽  
...  
Keyword(s):  
Random Sampling ◽  
Self Regulation ◽  
Sample Selection ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Female Students ◽  
Male And Female ◽  
Significant Difference ◽  
Emotion Skills ◽  
Regulation Of Emotion

Abstract: The purpose of this study was to identify whether there are differences in self-regulation of emotion skills of male and female students. This study is a comparative study with a sample of 796 students (452 males, 344 females). The sample selection is taken using simple random sampling technique. The instrument used is the scale of self-regulation of emotion. Data analysis used to identify differences in self-regulation of emotion skills of male and female students is independent samples test. The findings of the study indicate that there is a significant difference between the self-regulation of emotion skills of male and female students. This study recommends counseling service to improve self-regulation of emotion skills.Abstrak: Tujuan dari penelitian ini adalah untuk mengidentifikasi apakah terdapat perbedaan self-regulation of emotion antara siswa laki-laki dan perempuan. Penelitian ini adalah penelitian komparatif dengan sampel 796 siswa (452 laki-laki, 344 perempuan). Pemilihan sampel diambil menggunakan teknik cluster random sampling. Instrumen yang digunakan adalah skala self-regulation of emotion. Analisis data yang digunakan untuk mengidentifikasi perbedaan self-regulation of emotion siswa laki-laki dan perempuan adalah independent samples test. Temuan penelitian menunjukkan bahwa terdapat perbedaan yang signifikan antara self-regulation of emotion siswa laki-laki dan perempuan. Studi ini merekomendasikan layanan konseling untuk meningkatkan self-regulation of emotion siswa.

scholarly journals Diferencias de sexo y edad en la motivación y autorregulación del aprendizaje

2018 ◽  
Vol 27 (2) ◽  
pp. 177-193
Author(s):  
Danijela Jandrić ◽  
Zvonimir Šimić
Keyword(s):  
Test Anxiety ◽  
Learning Strategies ◽  
Self Efficacy ◽  
Peer Learning ◽  
Seventh Grade ◽  
Older Students ◽  
Male And Female ◽  
Self Regulated Learning ◽  
Extrinsic Value ◽  
Regulated Learning

Self-regulated learning is an active participation in a learning process, which comprises cognitive, metacognitive and behavioural processes, and involves learning strategies and peer learning. In the basis of self-regulation is motivation, which in school settings can be specified as test anxiety, selfefficacy, and intrinsic and extrinsic value. The aim of this research was to verify the differences between male and female participants as well as between fifth- and seventh-grade students, regarding intrinsic and extrinsic value, self-efficacy, test anxiety, learning strategies and peer learning. Participants were fifth- and seventh-grade students (N = 172) from two elementary schools. No differences were found between male and female participants in intrinsic and extrinsic value, self-efficacy, learning strategies and peer learning. However, statistically significant differences in the all of the above-mentioned variables were found between younger and older students. Weaker motivation and self-regulated learning, found among older students, confirmed previous findings in this field. Results are discussed within the framework of personality development and selfdetermination theory which describe academic motivation and self-regulated learning.

Self-Regulation, Math Self-Efficacy, Math Interest and Mathematics Achievement

2017 ◽  
Vol 4 (6) ◽  
pp. 33-40
Author(s):  
Tatiana Fomina
Keyword(s):  
Mathematics Achievement ◽  
Self Efficacy ◽  
Self Regulation ◽  
Mathematical Tasks ◽  
General Level ◽  
9Th Grade ◽  
And Mathematics

This study reports the relationships between self-regulation (SR), math self-efficacy, math interest, and three types of pupils’ mathematics achievement. The sample included 14–16-year-old students in the 9th grade (out of 11) educated in seven standard and enhanced curricula schools in Russia (N = 318). Significant correlations were found between the studied constructs and various types of pupils’ mathematics achievement. SR proved to be a significant predictor for higher indicators in both year math grade and for solving specific mathematical tasks. Whereas the constructs math self-efficacy and math interest are relevant to different kinds of mathematics achievements, math self-efficacy is a significant predictor for successful solving specific mathematical tasks, math interest is for the year math grade. In addition, the general level of SR acts as a mediator of the links between math interest and year math grade. Keywords: Self-regulation, math self-efficacy, math interest, achievement;

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