بررسي رابطه باورهاي انگيزشي و راهبردهاي خود نظم ده دانشجويان در درس رياضي

RELATIONSHIP BETWEEN UNIVERSITY STUDENTSʹ MOTIVATIONAL BELIEFS AND SELF REGULATION STRATEGIES IN MATHEMATICS

Several investigations revealed that regulation of learning is not only influenced by using the learning strategies, but also is related to the studentsʹ adaptive motivational beliefs. The purpose of present study was to investigate the relationship between the motivational beliefs and self-regulation strategies in mathematics. In order to this end, 301 undergraduate students (125 females and 1761 males) were selected from Shiraz University, using cluster sampling method. Their average age was 20 years and all of them enrolled in general mathematics course. Motivational Strategies to Learning Questionnaire-form 3 (MSLQ3) was used as measurement instrument. Factor analysis showed 6 motivational factors: self-efficacy, task value, test anxiety, intrinsic-goal orientation, extrinsic goal orientation and control beliefs. This analysis revealed 4 learning strategies: meta-cognitive strategies, cognitive strategies, help-seeking and effort management. Cronback alpha coefficients for these subscales varied from 56 to 88. Multiple regression analysis of data showed that mera-cognitive strategies are predicted by task value, intrinsic goal orientation and self-efficacy. Cognitive strategies were predicted by extrinic goal orientation and task value. Test anxiety and self-efficacy predicted help seeking. Effort management was influenced by task value, self-efficacy and control beliefs. In general these findings proposed the existence of complex relationships between motivational belies and learning strategies. Based on the findings, educational implications were discussed.