Contact us
[email protected] | |
3275638434 | |
Paper Publishing WeChat |
Useful Links
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Article
Author(s)
Elias Kaphesi
Full-Text PDF XML 618 Views
DOI:10.17265/2161-623X/2017.01.002
Affiliation(s)
University of Malawi-The Polytechnic, Blantyre, Malawi
ABSTRACT
Learning
is a complex process that involves interaction of factors which are too numerous to count. The
purpose of this study is to determine whether motivational factors and
self-regulated learning strategies are significant predictors of students’ mathematics anxiety in secondary schools in Malawi.
The subscales for the motivation investigated in this study were intrinsic goal
orientation, extrinsic goal orientation, task value, control of learning
beliefs, self-efficacy for learning, and anxiety. While the subscales for the self-regulated learning strategies scale are
rehearsal, elaboration, organization, critical thinking, self-regulation, time
and study environment management, effort regulation, peer-learning, and help-seeking. The study group was
comprised of 184 secondary school students. It was found that students’ motivational factors and self-regulated learning
strategies were significant predictors of students’ mathematics anxiety. The findings are useful to
educators in the research areas of mathematics education. It is hopeful that
the proposed model will become a useful reference for further investigations of
factors influencing mathematics anxiety.
KEYWORDS
education, mathematics, students’ motivational factors, learning strategies, math anxiety
Cite this paper
References