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
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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.

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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.

Article Type: Research Article

INT ELECT J MATH ED, 2017, Volume 12, Issue 3, 633-653

https://doi.org/10.29333/iejme/639

Publication date: 22 Sep 2017

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Article Downloads: 4211

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