Submit a Manuscript

International Electronic Journal of Mathematics Education

International Electronic Journal of Mathematics Education
  • e-ISSN: 1306-3030
  • First published in 2006
JOURNAL ARCHIVE
Investigation into Self-regulation, Engagement in Learning Mathematics and Science and Achievement among Bahrain Secondary School Students
Masooma Ali Al Mutawah, Ruby Thomas, Myint Swe Khine
  • Article Type: Research Article
  • International Electronic Journal of Mathematics Education, 2017 - Volume 12 Issue 3, pp. 633-653
  • Published Online: 22 Sep 2017
  • Article Views: 878 | Article Download: 1282
  • Open Access Full Text (PDF)
AMA 10th edition
In-text citation: (1), (2), (3), etc.
Reference: Mutawah MAA, Thomas R, Khine MS. Investigation into Self-regulation, Engagement in Learning Mathematics and Science and Achievement among Bahrain Secondary School Students. Int Elect J Math Ed. 2017;12(3), 633-653.
APA 6th edition
In-text citation: (Mutawah et al., 2017)
Reference: Mutawah, M. A. A., Thomas, R., & Khine, M. S. (2017). Investigation into Self-regulation, Engagement in Learning Mathematics and Science and Achievement among Bahrain Secondary School Students. International Electronic Journal of Mathematics Education, 12(3), 633-653.
Chicago
In-text citation: (Mutawah et al., 2017)
Reference: Mutawah, Masooma Ali Al, Ruby Thomas, and Myint Swe Khine. "Investigation into Self-regulation, Engagement in Learning Mathematics and Science and Achievement among Bahrain Secondary School Students". International Electronic Journal of Mathematics Education 2017 12 no. 3 (2017): 633-653.
Harvard
In-text citation: (Mutawah et al., 2017)
Reference: Mutawah, M. A. A., Thomas, R., and Khine, M. S. (2017). Investigation into Self-regulation, Engagement in Learning Mathematics and Science and Achievement among Bahrain Secondary School Students. International Electronic Journal of Mathematics Education, 12(3), pp. 633-653.
MLA
In-text citation: (Mutawah et al., 2017)
Reference: Mutawah, Masooma Ali Al et al. "Investigation into Self-regulation, Engagement in Learning Mathematics and Science and Achievement among Bahrain Secondary School Students". International Electronic Journal of Mathematics Education, vol. 12, no. 3, 2017, pp. 633-653.
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Mutawah MAA, Thomas R, Khine MS. Investigation into Self-regulation, Engagement in Learning Mathematics and Science and Achievement among Bahrain Secondary School Students. Int Elect J Math Ed. 2017;12(3):633-53.

Abstract

Students’ view on themselves is the root of self-regulatory skills, and it will serve as an evaluator of their capability to succeed. This study attempts to find the relationship between students’ self-regulation in learning and academic achievements in Mathematics and Science in the secondary schools in Bahrain. ‘Engagement in Mathematics/Science Learning and Self-Regulation’ questionnaires adopted from TIMSS (2011) and administered to different sets of students. The data was analyzed to explore the reliability of the questionnaires and the association between self-regulation and academic achievement. The study found that there is a positive correlation between them in both cases.

Keywords

Self-regulation Engagement Academic achievement and Reliability

References

  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
  • Baumeister, R. F. & Vohs, K. D. (2004). Handbook of self-regulation: Research, theory, and applications. New York, NY: Guilford Press.
  • Becker, D. R., McClelland, M. M., Loprinzi, P., & Trost, S. G. (2014). Physical activity, self-regulation, and early academic achievement in preschool children. Early Education & Development, 25, 56–70. doi: 10.1080/10409289.2013.780505.
  • Bembenutty, H., & Zimmerman, B. J. (2003, April). The relation of motivational beliefs and self-regulatory processes to homework completion and academic achievement. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL.
  • BernierClarebout, G., Horz, H., & Schnotz, W. (2010). The relations between self-regulation and the embedding of support in learning environments. Educational Technology Research and Development, 58 (5), 573-587.
  • Boekaerts, M. (1996). Self-regulated learning at the junction of cognition and motivation. European Psychologist, 1, 100–112.
  • Boekaerts, M., & Corno, L. (2005) Self-regulation in the classroom: A perspective on assessment and intervention. Applied Psychology: An International Review, 54(2), 199-231.
  • Bull, R. & Scerif, G. (2001) Executive functioning as a predictor of children’s mathematics ability: inhibition, switching, and working memory. Developmental Neuropsychology, 19, 273–293.
  • Butler, D. L., & Winne, P.H. (1995). Feedback and self-regulated learning: A theoretical synthesis. Review of Educational Research, 65(3), 245-281.
  • Canca, D. (2005). Cinsiyete gore universite oğrencilerinin kullandıklarıbilişsel ve bilişustu oğrenme stratejileri ve akademik başarıları arasındaki ilişkilerin incelenmesi. Yayınlanmamış yüksek lisans tezi, Yıldız Teknik Üniversitesi, Sosyal Bilimler Enstitüsü, İstanbul.
  • Cantwell, R. H. (1998). The development of beliefs about learning from mid- to late adolescence. Educational Psychology, 18(1), 27-40.
  • Corno, L. (2001). Volitional aspects of self-regulated learning. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (2nd ed., pp. 191-226). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Crawford, K., Gordon, S., Nicholas, J., & Prosser, M. (1998). University mathematics students’ conceptions of mathematics. Studies in Higher Education, 23, 87-94.
  • Davis, D. (2011). Non-Cognitive Constructs and Self-Reported Creativity by Domain. Journal of Creative Behavior, Volume 45 Number 3 Third Quarter 2011, 188-198.
  • De Backer, T. K., & Nelson, R. M. (1999). Variations on an expectancy-value model of motivation in science. Contemporary Educational Psychology, 24, 71–94.
  • De Bruin, A.B., Thiede, K.W., & Camp, G. (2011). Generating keywords improves metacomprehension and self-regulation in elementary and middle school children. Journal of Experimental Child Psychology, 109 (3), 294-310.
  • De Corte, E., Mason, L., Schraw, G., Crippen, K., & Hartley, K. (2006). Pro-moting self-regulation in science education: metacog-nition as part of a broader perspective on learning. Research in Science Education, 36, 111-139.
  • De Corte, E., Op’t Eynde, P., & Verschaffel, L. (2002). ―Knowing what to believe: Therelevance of students’ mathematical beliefs for mathematics education. In B. K. Hofer & P. R. Pintrich (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 297- 320).
  • De corte, E., Verschaffel, L., & Op’teynde, P. (2000). Selfregulation: A characteristic goal of mathematics education. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation: Theory, research, and applications (pp. 687-722). San Diego, CA: Academic Press.
  • Deci, E. L., & Ryan, R. M. (2002). Handbook of self determination research. Rochester, NY: University of Rochester Press.
  • Eilam B., Zeidner M. and Aharon, I. (2009) Student conscientiousness, self-regulated learning, and science achievement: an explorative field study. Psychology in the Schools, 46 (5), 420 - 432. www.interscience.wiley.com. DOI: 10.1002/pits.20387.
  • Eom, Y., & Reiser, R. A. (2000). The effects of self regulation and instructional control on performance and motivation in computer-based instruction. International Journal of Instructional Media, 27(3), 247-261.
  • Ergöz, G. (2008). Investigation of self-regulated learning and motivational beliefs mathematics achievement Yayınlanmamış yüksek lisans tezi, Middle East Technical University, Department of Secondary Science and Mathematics Education, Ankara.
  • Eshel, Y., & Kohavi, R. (2003). Perceived classroom control, self-regulated learning strategies, and academic achievement. Educational Psychology, 23, 249-260.
  • Forgas, J. P., Baumeister, R. F., & Tice D. M. (2009). Psychology of self-regulation. Cognitive, affective and motivational processes. New York:  Psychology Press Tylor & Francis Group.
  • Fox, K. R., & Wilson, P. M. (2008).Self-perceptual systems and physical activity. In T.S. Horn (Ed.), Advances in sport psychology (pp. 49-64). Champaign, IL: Human Kinetics.
  • Garavalia, L. S., & Gredler, M. E. (2002). An exploratory study of academic goal setting, achievement calibration and selfregulated learning. Journal of Instructional Psychology, 29 (4), 221-230.
  • Glaser, C., & Brunstein, J. C. (2007). Improving fourth-grade students’ composition skills: Effects of strategy ınstruction and self-regulation procedures. Journal of Educational Psychology, 99 (2), 297-310.
  • Gollwitzer, P. M., & Brandstätter, V. (1997). Implementation intentions and effective goal pursuit. Journal of Personality and Social Psychology, 73(1), 186-199.
  • Grouws, D. A., Howald, C. L., & Colangelo, N. (1996, April). Student conceptions of mathematics: A comparison of mathematically talented students and typical high school algebra students. Paper presented at the American Educational Research Association, New York, NY.
  • Hannula M., Evans J., Philippou, G., and Zan R. (2004) Affect in mathematics education – exploring theoretical frameworks. Proceedings of the 28th Conference of the International Group for the Psychology of Mathematics Education, l, 107–136.
  • Harris, K. & Graham, S. (1999). Programmatic inter-vention research: Illustrations from the evolution of self-regulated strategy development. Learning Disabil-ity Quarterly, 22, 251-262.
  • Harris, K. R., Friedlander, B.D., Saddler, B., Frizzelle, R. & Graham, S. (2005). Self monitoring of attention versus self-monitoring of academic performance: Effects among students with ADHD in the general education classroom. Journal of Special Education, 39 (3), 145-156
  • Haşlaman, T. (2005). Programlama dersi ile ilgili oz-duzenleyici oğrenme stratejileri ve başarı arasındaki ilişkilerin incelenmesi: Bir yapısal eşitlik modeli. Yayınlanmamış yüksek lisans tezi, Hacettepe Üniversitesi, Fen Bilimleri Enstitüsü, Ankara.
  • Hofer, S.M.(1999. Assessing personality structure using factorial invariance procedure, in I.Mervielde, I.J. Deary, F. De Fruyt and F. Osterndof (eds) Personality Psychology in Europe, vol. 7, pp. 35-49. Tilburg, Netherlands: Tilburg University Press.
  • Iran-Nejad, A. (1990). Active and dynamic self regulation of learning processes. Review of Educational Research, 60, 573-602.
  • Kenney, P. A., & Silver, E. A. (Eds.). (1997, November). Results from the sixth mathematics assessment of the National Assessment of Educational Progress.
  • Kinney, D. P. (2001). Developmental theory: Application in a developmental mathematics program. Journal of Developmental Education, 25(2), 10-12, 14, 16,18, 34.
  • Kitsansas, A., Sten, S., & Huie, F. (2009). The role of selfregulated strategies and goal orientation in predicting achievement of elementary school children. International Electronic Journal of Elementary Education, 2 (1), 65-81.
  • Koller, O. (2001). Mathematical world views and achievement in advanced mathematics in Germany: Findings from TIMSS population 3. Studies in Educational Evaluation, 27, 65-78.
  • Kolovelonis, A., Goudas, M., & Dermitzaki, I. (2011). The effect of different goals and self-recording on self-regulation of learning a motor skill in a physical education setting. Learning and Instruction, 21 (3), 355-364.
  • Kuhl, J., & Fuhrmann, A. (1998). Decomposing self-regulation and self-control: The volitional components inventory. In J. H. C. S. Dweck (Ed.), Motivation and self-regulation across the life span (pp. 15-49). Cambridge: Cambridge University Press.
  • Labuhn, A.S., Zimmerman, B.J., & Hasselhorn, M. (2010). Enhancing students’ self regulation and mathematics performance: The influence of feedback and self evaluative standards Metacognition and Learning, 5 (2), 173-194.
  • Lampert, M. (1990). When the problem is not the question and the solution is not the answer: Mathematical knowing and teaching. American Educational Research Journal, 27, 29-63.
  • Leininger, L. J. and Khalil, A. (2008) Cognitive and Non-Cognitive Predictors of Success in AEP. Journal of Policy Analysis and Management, 27(3), 521-535. DOi: 10.1002/pam.20357.
  • Mahwah, NJ: Erlbaum Muis, K. R. (2004). Personal epistemology and mathematics: A critical review and synthesis of research. Review of Educational Research, 74, 317-377.
  • McClelland, M. M., Cameron Ponitz, C. E., Connor, C. M., Farris, C. L., Jewkes, A. M., & Morrison, F. J. (2007). Links between behavioral regulation and preschoolers’ literacy, vocabulary, and math skills. Developmental Psychology, 43, 947–959. doi:10.1037/0012-1649.43.4.947.
  • McClellan, E. (1999). Moral education in America: Schools and the shaping of character from colonial times to the present.New York, NY: Teachers College Press.
  • Moffitt, T. E., Arseneault, L., Belsky, D., Dickson, N., Hancox, R. J., Harrington, H., Houts, R., Poulton, R., Roberts, B.W., Ross, S.,Sears, M. R., Thomson, W. M. & Caspi, A. (2011) A gradient of childhood self-control predicts health, wealth, and public safety. Proceedings of the National Academy of Sciences of the United States of America, 108, 2693–2698.
  • Nicholls, J. G. (1989). The competitive ethos and democratic education. Cambridge, MA: Harvard University Press.
  • Nota, L., Soresi, S., & Zimmerman, B. J. (2004). Self-regulation and academic achievement and resilience: A longitudinal study. International Journal of Educational Research, 41(3), 198-215.
  • Pajares, F. (2002) Gender and Perceived Self-Efficacy in Self-Regulated Learning, Theory Into Practice, 41(2), 116-125. http://dx.doi.org/10.1207/s15430421tip4102_8.
  • Pape, S. J., & Smith, C. (2002). Self-regulating mathematics skills. Theory into Practice, 41, 93-101.
  • Paulsen, M. B., & Feldman, K. A. (2007). The conditional and interaction effects of epistemological beliefs on the self-regulated learning of college students: Cognitive and behavioral strategies. Research in Higher Education, 48, 353-401.
  • Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 451–502). San Diego, CA: Academic Press.
  • Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory, research, and applications. Columbus, OH: Merrill.
  • Pintrich, P. R., & De Groot, E. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-50.
  • Pintrich, P., R., Smith, D. A. F., Garcia, T., & McKeachie, W. J. (1991). A manual for the use of the motivated strategies for learning questionnaire (MSLQ). National Center for Research to Improve Postsecondary Teaching and Learning, Ann Arbor: Michigan, ED 338 122.
  • Pokay, P., & Blumenfeld, P. C. (1990). Predicting achievement early and late in the semester: The role of motivation and use of learning strategies. Journal of Educational Psychology, 82, 41-50.
  • Ruban, L., & Reis, S. M. (2006). Patterns of self-regulatory strategy use among low-achieving and high achievming university students, Roeper Review, 28 (3), 148-156.
  • Schmeichel, B.J.; Baumeister. (2006) Self-regulatory processes defend against the threat of death: Effects of self-control depletion and trait self-control on thoughts and fears of dying. Journal of Personality and Social Psychology, 91(1), 49-62.
  • Schoenfeld, Alan H.(1992). "Learning to think mathematically: Problem solving, metacognition, and sense making in mathematics." Handbook of research on mathematics teaching and learning: 334-370.
  • Schoenfeld, A. H. (1987). What’s all the fuss about metacognition? In A. H. Schoenfeld (Ed.), Cognitive science and mathematics education (pp. 189-215). Hillsdale, NJ:Lawrence Erlbaum Associates.
  • Schoenfeld, A. H. (1989). Explorations of students’ mathematical beliefs and behavior. Journal for Research in Mathematics Education, 20,338-355.
  • Schommer-Aikins, M., Duell, O. K., & Hutter, R. (2005). Epistemological beliefs, mathematical problem-solving beliefs, and academic performance of middle school students. The Elementary School Journal, 105, 289-304.
  • Schunk, D. H. (1986). Verbalization and children’s self-regulated learning. Contemporary Educational Psychology, 11, 347–369.
  • Schunk, D. H. (1996). Goal and self-evaluative influences during children’s cognitive skill learning. American Educational Research Journal, 33, 359–382.
  • Seider, S. and Soutter, M. (2013) College Access, Student Success, and the New Character Education. Journal of College & Character, 14(4), 351- 356. doi:10.1515/jcc-2013-0044.
  • Schunk, D. H. (2000). Coming to terms with motivational constructs. Contemporary Educational Psychology, 25, 116–119.
  • Shunk, D. (1996). Goal and self-evaluative influences during children’s cognitive skill learning. American Educational Research Journal, 33, 359-382.
  • Schunk, D. H. (1995). Self-efficacy and education and instruction. In J. E. Maddux (Ed.), Self-efficacy, adaptation, and adjustment: Theory, research, and application(pp. 281-303). New York: Plenum Press.
  • Sparkman, L., Maulding, W. S. and Roberts, J. G. (2002) Non-cognitive predictors of student success in college. College Student Journal, 642-652.
  • Strayhorn, T. (2015) Factors Influencing Black Males’ Preparation for College and Success in STEM Majors: A Mixed Methods Study. The Western Journal o f Black Studies, 39(1), 45-63.
  • Trainin, G., & Swanson, H. L. (2005). Cognition, metacognition, and achievement of college students with learning disabilities. Learning Disability Quarterly, 28(4), 261-272.
  • Uredi, I. ve Uredi, L. (2005). İlkoğretim 8. sınıfoğrencilerinin oz- duzenleme stratejileri ve motivasyonel inanclarının matematik başarısını yordama gucu. MersinÜniversitesi Eğitim Fakültesi Dergisi, 1(2), 250-260.
  • Valiente, C., Lemery-Chalfant, K., Swanson, J. & Reiser, M. (2008) Prediction of children’s academic competence from their effortful control, relationships, and classroom participation. Journal of Educational Psychology, 100, 67–77.
  • Velayutham S., Aldridge S. J., and Fraser B. (2011) Development and Validation of an Instrument to Measure Students’ Motivation and Self Regulation in Science Learning. International Journal of Science Education, 33(15), 2159 – 2179.  http://dx.doi.org/10.1080/09500693.2010.541529.
  • Velayutham S., Aldridge S. J., and Fraser B. (2012) Gender differences in student motivation and self-regulation in science learning: a multi-group structural equation modeling analysis. International journal of science and mathematics education, 10, 1347-1368.
  • Winne, P. H. (2000). Information processing models of self-regulated learning. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement: Theory, research, and practice. New York: Longman.
  • Wolters, C.A. (2011). Regulation of motivation: Contextual and social aspects. Teachers College Record, 113 (2), 265-283.
  • Zhou, Q., Main, A. & Wang, Y. (2010) The relations of temperamental effortful control and anger/frustration to Chinese children’s academic achievement and social adjustment: a longitudinal study. Journal of Educational Psychology, 102, 180–196.
  • Zimmerman, B. J. (1995). Self-efficacy and educational development. In A. Bandura (Ed.), Self-efficacy in changing societies (pp. 202–231). New York: Cambridge University Press.
  • Zimmerman, B. J. (2006). Development and adaptation of expertise: The role of self-regulatory processes and beliefs. In K. A. Ericsson, N. Charness,P. J. Feltovich & R. R. Hoffman (Eds.), The Cambridge handbook of expertise and expert performance (pp. 705-722). New York, NY: Cambridge University Press.
  • Zimmerman, B. J., & Kitsantas, A. (2005). Homework practices and academic achievement: The mediating role of self-efficacy and perceived responsibility beliefs. Contemporary Educational Psychology, 30, 397–417.
  • Zimmerman, B. J. (2002) Becoming a Self-Regulated Learner: An Overview. Theory Into Practice, 41(2), 64-70.  http://dx.doi.org/10.1207/s15430421tip4102_2.
  • Zimmerman, B. (2000). Attaining self-regulated learning: A social-cognitive perspective. In M. Boekaerts, P. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13–39). San Diego, CA: Academic Press.
  • Zimmerman, B. J., Bandura, A., & Martinez-Pons, M. (1992). Self-motivation for academic attainment: The role of self-efficacy beliefs and personal goals setting. American Educational Research Journal, 29, 663-676.
  • Zimmerman, B. J., & Bandura, A. (1994). Impact of self-regulatory influences on writing course attainment. American Educational Research Journal, 31, 845-862.
  • Zimmerman, B. J. (1998). Developing self-fulfilling cycles of cademic regulation: An analysis of exemplary instructional models . In D. H. Schunk & B. J. Zimmerman (Eds.), Self-regulated learning: From teaching to self-reflective practice (pp. 1-19).
  • Zimmerman, B. J., & Martinez-Pons, M. (1988). Construct validation of a strategy model of student self-regulated learning. Journal of Educational Psychology, 80(3), 284-290.
  • Zimmerman, B. J., & Martinez-Pons, M. (1986). Development of a structured interview for assessing student use of self-regulated learning strategies. American Educational Research Journal, 23, 614-628.
  • Zusho, A., Pintrich, P. R., & Coppola, B. (2003). Skill and will: The role of motivation and cognition in the learning of college chemistry. International Journal of Science Education, 25 (9), 1081-1094.

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
All Rights Reserved © 2006-2019