The Influences Of Student Views Related To Mathematics And Self Regulated Learning On Achievement Of Algebra I Students PDF Download

Abstract: Previous research indicates that self-regulated learning (SRL) has substantial effects on students' learning and achievement (i.e., De Corte et al., 2000; Pape & Wang, 2003; Zimmerman & Martinez-Pons, 1986, 1988, 1990). A growing body of research consistently points out that student views related to mathematics play an important role in facilitating and constraining students' learning, the development of problem-solving skills, and achievement (i.e., Hofer, 1999; Kloosterman, 1996; Op't Eynde et al., 2002; Schoenfeld, 1992). The current study explored the critical connections between SRL, students' beliefs about mathematics, and Algebra I achievement among 1263 middle school and high school students across the United States who were participants in the CCMS project. Eight structural models were tested to understand (1) direct and indirect relationships between student views related to mathematics on achievement; (2) direct and indirect influences of components of SRL on students' achievement in mathematics; and (3) different models of how student views related to mathematics and components of SRL explain students' achievement. In order to measure student views related to mathematics, a new instrument, Student View about Mathematics (Pape et al., 2005), was developed and tested for construct validity and internal consistency. Moreover, the new instrument was used with the Motivated Strategies for Learning Questionnaire (MSLQ) (Pintrich et al., 1991) to provide evidence about the indirect effects of students' beliefs about mathematics on mathematical achievement through their effects on self-regulated learning behaviors. Students' performance in Algebra I was assessed through an Algebra I posttest (Abrahamson et al., 2006). The structural models tested in this study suggest that student views related to mathematics directly influence students' achievement and SRL strategies. Student views related to mathematics indirectly predict their achievement, cognitive, metacognitive, and resource management strategies. Motivational beliefs appear to be directly related to students' use of cognitive, metacognitive, and resource management strategy use. Metacognitive and resource management strategy use seems to be the most influential mediating variable in explaining students' achievement in mathematics. Surprisingly, cognitive strategy use was the only variable that may not contribute to students' achievement in mathematics. The implications for future research along with the limitations are discussed.