MOTIVATIONAL BELIEFS , SELF-REGULATED LEARNING AND MATHEMATICAL PROBLEM SOLVING

Learning is influenced by multiple components of interrelated belief and self-directed strategies. In this study we focus on motivational beliefs (MB) and self-regulated learning (SRL) in the context of mathematical problem solving (MPS). The aim was to search for relationship between 5 and 6 Graders’ MB (self-efficacy, task value beliefs and goal orientation) and SRL (use of cognitive, metacognitive and volitional strategies) and between MB and performance in MPS. Analysis of the data from 219 students, using a self-report questionnaire and a paper and pencil test, showed a significant relation between all dimensions of MB and SRL and between self-efficacy, intrinsic goal orientation and performance in MPS. The results draw attention on SRL strategies to guide instruction and scaffolding that enhances MB during MPS.

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