The Relationship between Mathematics Achievement, Self-Regulated Learning Strategies, Epistemological Beliefs and Academic Self-Concept

Abstract

In this study, the correlation between math achievement and self-regulating learning strategies, epistemological beliefs, academic self-concept of 9th grade student was examined. In 2013-2014 academic year, the study was performed on 630 students of 9th grade that receive education in high schools chosen from the institution of secondary education in European side of İstanbul through random cluster sampling. In study of correlational survey model, the sub-scales of “Self-regulation” and “The Cognitive Strategy Use”, as “The Motivated Strategies for Learning Questionnaire”, was used. The epistemological beliefs of students were evaluated through “The Mathematics-Oriented Epistemological Beliefs Scale”. To evaluate the academic self-concept of students, “Academics Self-concepts Scale” was used. The math achievement of the students was evaluated by grade that they obtained from math achievement test. In the direction of the study purpose, the relation between regressive variables and regressing variables was examined by regression analysis techniques. The result of this study proved that there was statistically a meaningful correlation between the use of cognitive strategy, academics self-concept and the math achievement. In addition, it was shown that the math achievement was not present any statistical meaningful correlation with self-regulation and epistemological beliefs. In the result of this study, it was shown that the math achievement was significantly predicted (10%) by the variable of academics self-concept whereas it was not significantly predicted by variables of self-regulating learning strategies and epistemological beliefs.