Authors:
Eddiebal P. Layco,Aldrin D. Parico,DOI NO:
https://doi.org/10.26782/jmcms.spl.4/2019.11.00022Keywords:
Self-regulated Learning Strategies,Deferred Gratification,Engagement in Mathematics,Attitude towards Mathematics,Mathematics Achievement,Abstract
The study examines the inter-relationship among students` self-regulated learning strategies, deferred gratification, engagement, attitude, and academic achievement in mathematics Furthermore, the mediating effect of the respondents` deferred gratification, engagement in mathematics, and attitude towards the subject are studied in the relationship of the predictor variable which is students` SRL strategies and dependent variable which is the mathematics achievement. The data obtained from a sample of 150 senior high school students of Don Honorio Ventura Technological State University indicates the significant relationship among the said variables. Results showed that SRL strategies employed by the students in learning mathematics in relationship with their mathematics achievement are accepted. This implied that SRL strategies in mathematics affect the students` willingness to delay gratification, engagement, and attitude towards the subject which in turn affects their performance in mathematics.Refference:
I. Arabzadeh, N et. al., (2012). The effects of teaching self-regulated learning
strategy on students’ academic delay of gratification. Institude of
Interdisciplinary Business Research. Volume 4 No.2
II. Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable
distinction in social psychological research: Conceptual, strategic, and
statistical considerations. Journal of Personality and Social Psychology, 51,
1173-1182
III. Bembenutty H. (2010). Homework completion: The role of self-efficacy,
delay of gratification, and self-regulatory processes. The International
Journal of Educational and Psychological Assessment, 6, 1–20.
IV. Camahalan, Faye Marshall. (2000). “Effects of self-regulated learning on
mathematics achievement of selected Southeast Asian Children”.Unpublished
dissertion.University of the Philippines.
V. Camahalan, Faye Marshall (2006). Effects of self-regulated learning on
mathematics achievement of selected Southeast Asian children. Journal of
Instructional Psychology, 33(3), 194-205.
VI. Carducci, B. (2009). The psychology of personality: Viewpoints, research,
and application. Hoboken, NJ, Wiley-Blackwell, Inc., pp. 259-284
VII. Connell, J. P., Spencer, M. B., & Aber, J. L. (1994). Educational risk and
resilience in African-American youth: Context, self, action, and outcomes in
school. Child Development, 65, 493–506.
VIII. Edwards J. R., Lambert L. S. (2007). Methods for integrating moderation and
mediation: A general analytical framework using moderated path analysis.
Psychological Methods, 12, 1–22.
IX. Hemmings, B., Grootenboer, P., & Kay R.(2011). Predicting mathematics
achievement: The influence of prior achievement and attitudes. International
Journal of Science and Mathematics Education, 9(3),691-705.
X. Jenkins, A. (2009).Effects of Explicit Self-regulated Learning strategy
instruction on mathematics achievement Innovations in teacher preparation:
An exemplary dual elementary and special education program.
XI. Lipnevich, A. et.al. (2010) “Mathematics attitudes and mathematics
outcomes of US and Belarusian middle school students,” Journal of
Educational Psychology, vol. 103, no. 1, pp. 105–118
XII. Okeke (2010). “The relationship between students engagement and
mathematics achievement in senior secondary schools, Child Development
Research.Volume 2010, Article ID 876028
XIII. Ozan et. al., (2012). A study on the university students` self-regulated
learning strategies skills and self-efficacy perceptions in terms of different
variables.Procedia-Social and Behavioral Sciences 46 (2012) 1806-1811
XIV. Patrick H, Ryan AM, Kaplan A 2007. Early adolescents’ perceptions of the
classroom social environment, motivational beliefs, and engagement. Journal
of Educational Psychology, 99: 83-98
XV. Pychyl, Timothy A. (2009), Optimism and Perceived Competence: Important
Resilience Resources, Don’t Delay, March 7, 2009.
XVI. Rimm-Kaufman S. E., Early D. M., Cox M. J., Saluja G., Pianta R. C.,
Bradley R. H., Payne C. (2010). Early behavioral attributes and teachers’
sensitivity as predictors of competent behavior in the kindergarten
classroom. Appl. Dev. Psychol. 23, 451–47010.1016/S0193-3973(02)00128-
4
XVII. Thijs, J., & Verkuyten, M. (2009). Students’ anticipated situational
engagement: The roles of teacher behavior, personal engagement, and
gender. The Journal of Genetic Psychology, 170(3), 268-286.
XVIII. Zepke, N., & Leach, L. (2010). Improving student engagement: Ten
proposals for action.Active Learning in Higher Education,11(3), 167-177.
XIX. Zhang, Lili., & Karabenick, Stuart A., & Maruno ,Shun’ichi ., & Lauermann
,Fani. Academic delay of gratification and children’s study time allocation as
a function of proximity consequential academic goals. Learning and
Instruction ,Vol21, 2011,pp.77-94.
XX. Zimmerman, B. J., & Schunk, D. H. (2008). Motivation: An essential
dimension of self- regulated learning. In D. H. Schunk & B. J. Zimmerman
(Eds.), Motivation and self- regulated learning: Theory, research, and
applications (pp. 1-30). Mahwah, NJ: Erlbaum.