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ERIC Number: EJ886916
Record Type: Journal
Publication Date: 2009
Pages: 14
Abstractor: As Provided
Reference Count: 58
ISBN: N/A
ISSN: ISSN-1085-5300
Mathematical Beliefs, Self-Regulation, and Achievement by University Students in Remedial Mathematics Courses
Briley, Jason S.; Thompson, Tony; Iran-Nejad, Asghar
Research in the Schools, v16 n2 p15-28 Fall 2009
In this study, the relationships among mathematical beliefs, sources of self-regulation, and achievement for university students enrolled in remedial mathematics were studied. Ninety-four students completed 2 surveys to measure mathematical beliefs and active, dynamic, and multiple-source self-regulation. Students who reported a more sophisticated belief about doing, validating, and learning mathematics were more likely to report greater frequency of all three types of self-regulation. The belief about the usefulness of mathematics and multiple-source self-regulation were reliable predictors of mathematics achievement. Multiple-source self-regulation also was a reliable predictor of academic achievement. Therefore, mathematics educators should acknowledge the relationship between achievement, either in mathematics or in academics in general, and both sophisticated mathematical beliefs and multiple-source (or wholetheme) self-regulation. (Contains 1 table.)
Mid-South Educational Research Association (MSERA). Web site: http://www.msera.org/rits.htm
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A