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New Index
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Item
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Mathematical Self-concept, Motivation to Learn Mathematics and Self-regulated Learning Strategies of University Students
http://hdl.handle.net/20.500.12678/0000005427
http://hdl.handle.net/20.500.12678/000000542710967c76-8ab4-4982-baf6-5d221e502de7
c19fbea0-1a40-49ca-b5c3-5daf5e547d21
| Name / File | License | Actions |
|---|---|---|
47. Daw Pa Pa Oo (635-646).pdf (467 Kb)
|
.png)
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| Publication type | ||||||
|---|---|---|---|---|---|---|
| Journal article | ||||||
| Upload type | ||||||
| Publication | ||||||
| Title | ||||||
| Title | Mathematical Self-concept, Motivation to Learn Mathematics and Self-regulated Learning Strategies of University Students | |||||
| Language | en | |||||
| Publication date | 2020-08-31 | |||||
| Authors | ||||||
| Pa Pa Oo | ||||||
| Hsu Mon Theint | ||||||
| Description | ||||||
| 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. | ||||||
| Keywords | ||||||
| Mathematical Self-concept, Motivation, Self-regulated Learning | ||||||
| Journal articles | ||||||
| 9B | ||||||
| Journal of the Myanmar Academy of Arts and Science | ||||||
| 635-646 | ||||||
| 18 | ||||||
