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ERIC Number: ED524582
Record Type: Non-Journal
Publication Date: 2010
Pages: 186
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1244-1622-9
ISSN: N/A
Self-Regulation and Math Attitudes: Effects on Academic Performance in Developmental Math Courses at a Community College
Otts, Cynthia D.
ProQuest LLC, Ed.D. Dissertation, University of Kansas
The purpose of the study was to investigate the relationship among math attitudes, self-regulated learning, and course outcomes in developmental math. Math attitudes involved perceived usefulness of math and math anxiety. Self-regulated learning represented the ability of students to control cognitive, metacognitive, and behavioral aspects of learning. The sample consisted of 376 students who were enrolled in developmental math courses at a community college. Although participants perceived math as fairly relevant to their lives, they did not experience much math anxiety. Participants were somewhat likely to engage in self-regulated learning, but the rates were not particularly high. Of the five self-regulated learning scales (metacognitive self-regulation, effort regulation, environmental management, peer help, and study strategies), students were most likely to regulate their effort and structure their learning environment. Findings from independent samples t-tests, one-way analyses of variance, and correlation analyses highlighted differences in math attitudes, self-regulated learning, and math outcomes based on demographic variables. First generation and part-time college students and students with dependents perceived math as more useful than their counterparts. Continuing generation and part-time students experienced higher levels of math anxiety than first generation and full-time students. Students who were female, non-traditional aged, married or divorced/separated, and those who had dependents were more likely to engage in self-regulatory strategies than their peers. Multiple regression analyses were conducted to determine (a) the influence of math attitudes on self-regulated learning and (b) the influence of self-regulated learning on final course grades in developmental math. Results indicated that attitudes toward math significantly predicted self-regulated learning and that self-regulated learning significantly predicted final course grades. Students who used self-regulatory strategies earned higher grades in developmental math courses. The results have implications for educational policy and practice. Developmental education programs should include instruction on self-regulatory strategies and should consider supplementing cognitive assessment measures with non-cognitive factors in order to better predict readiness for college coursework and academic potential. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Two Year Colleges
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A