{"_buckets": {"deposit": "c19fbea0-1a40-49ca-b5c3-5daf5e547d21"}, "_deposit": {"created_by": 87, "id": "5427", "owner": "87", "owners": [87], "owners_ext": {"displayname": "k-nyein", "username": "k-nyein"}, "pid": {"revision_id": 0, "type": "recid", "value": "5427"}, "status": "published"}, "_oai": {"id": "oai:meral.edu.mm:recid/5427", "sets": ["1597762186593", "user-suoe"]}, "communities": ["suoe"], "item_1583103067471": {"attribute_name": "Title", "attribute_value_mlt": [{"subitem_1551255647225": "Mathematical Self-concept, Motivation to Learn Mathematics and Self-regulated Learning Strategies of University Students", "subitem_1551255648112": "en"}]}, "item_1583103085720": {"attribute_name": "Description", "attribute_value_mlt": [{"interim": "This   study   was   conducted   to   investigate   mathematical   self-concept,   motivation   to   learn Mathematics  and  self-regulated  learning  strategies  of  university  students  in  Sagaing  Region. The  descriptive  research  design  and  quantitative  survey  method  were taken  in  the  present  study. The  sample  was  500  students  (male=250,  female=250)  from  the  two  universities  in  Sagaing Region.  The  research  instruments:  “Mathematical  Self-concept  Questionnaire  with  20  items, Motivation  to  Learn  Mathematics  Questionnaire  with  29  items  and  Self-regulated  Learning Strategies Questionnaire with 22 items” were adapted and utilized in this study. Then, the data were  analyzed  by  using  descriptive  statistics,  independent  sample t test,  one  way  ANOVA, Pearson  Product  Moment  Correlation  and  multiple  regression  analysis.  According  to  the  data results,  there  was  no  significant  difference  in  mathematical  self-concept  by  gender,  grade  and parents’ education. And then, male students are more motivated to learn Mathematics than female students.  There  was  no  significant  difference  in  motivation  to  learn  Mathematics  by  grade  and parents’ education. Moreover,  male students  more appropriately applied  self-regulated  learning strategies  than  female  students.  Final  year  students  also  applied  more  self-regulated  learning strategies than second year students. There was no significant difference in self-regulated learning strategies  by  parents’  education.  Next,  there  were  significant  positive  correlations  among mathematical self-concept, motivation to learn Mathematics and self-regulated learning strategies. Additionally,  mathematical  self-concept  and  motivation  to  learn  Mathematics  can  predict  23% of  self-regulated  learning  strategies.  Finally,  this  study  highlights  the   fact  that  the  higher mathematical  self-concept  and  motivation  to  learn  Mathematics,  the  more  self-regulated  learning strategies will be applied."}]}, "item_1583103108160": {"attribute_name": "Keywords", "attribute_value_mlt": [{"interim": "Mathematical Self-concept"}, {"interim": "Motivation"}, {"interim": "Self-regulated Learning"}]}, "item_1583103120197": {"attribute_name": "Files", "attribute_type": "file", "attribute_value_mlt": [{"accessrole": "open_access", "date": [{"dateType": "Available", "dateValue": "2020-09-17"}], "displaytype": "preview", "download_preview_message": "", "file_order": 0, "filename": "47. Daw Pa Pa Oo (635-646).pdf", "filesize": [{"value": "467 Kb"}], "format": "application/pdf", "future_date_message": "", "is_thumbnail": false, "licensetype": "license_0", "mimetype": "application/pdf", "size": 467000.0, "url": {"url": "https://meral.edu.mm/record/5427/files/47. Daw Pa Pa Oo (635-646).pdf"}, "version_id": "7a01c3e6-078f-40a5-9507-b1d09656406c"}]}, "item_1583103131163": {"attribute_name": "Journal articles", "attribute_value_mlt": [{"subitem_issue": "9B", "subitem_journal_title": "Journal of the Myanmar Academy of Arts and Science", "subitem_pages": "635-646", "subitem_volume": "18"}]}, "item_1583105942107": {"attribute_name": "Authors", "attribute_value_mlt": [{"subitem_authors": [{"subitem_authors_fullname": "Pa Pa Oo"}, {"subitem_authors_fullname": "Hsu Mon Theint"}]}]}, "item_1583108359239": {"attribute_name": "Upload type", "attribute_value_mlt": [{"interim": "Publication"}]}, "item_1583108428133": {"attribute_name": "Publication type", "attribute_value_mlt": [{"interim": "Journal article"}]}, "item_1583159729339": {"attribute_name": "Publication date", "attribute_value": "2020-08-31"}, "item_title": "Mathematical Self-concept, Motivation to Learn Mathematics and Self-regulated Learning Strategies of University Students", "item_type_id": "21", "owner": "87", "path": ["1597762186593"], "permalink_uri": "http://hdl.handle.net/20.500.12678/0000005427", "pubdate": {"attribute_name": "Deposited date", "attribute_value": "2020-09-17"}, "publish_date": "2020-09-17", "publish_status": "0", "recid": "5427", "relation": {}, "relation_version_is_last": true, "title": ["Mathematical Self-concept, Motivation to Learn Mathematics and Self-regulated Learning Strategies of University Students"], "weko_shared_id": -1}