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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

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