Self-regulated learning, Attribution and Self-efficacy among Form 4 students in Learning Mathematics

Tanty Rahayu, Obeng @ Joni (2009) Self-regulated learning, Attribution and Self-efficacy among Form 4 students in Learning Mathematics. [Final Year Project Report / IMRAD] (Unpublished)

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Abstract

This research investigated the relationship between the variables of self�regulated learning, attribution and self-efficacy and students' mathematics achievement. It also examined the most important academic factors among the variables of self-regulated learning, attribution and self-efficacy, which can give impacts on the students' mathematics achievements. For this quantitative study, a total of 100 students of Form four from suburban school in Sarawak are used as the sample for this study. The instruments used are the adapted and modified version of the Motivated Strategies for Learning Questionnaire or MSLQ where the construct of self-regulated learning is drawn from the subscales of metacognitive self-regulation (Robert, 2003) and environmental control (Wolters, Pintrich, Karabenick , 2003). Besides, the construct of self-efficacy is defined using the subscales of self-efficacy from the MSLQ (Pintrich & De Groot, 1990). The other instruments are the construct of attribution which is defined using the success and failure subscales from the adapted and modified version of Mathematic Assessment Questionnaire or MAQ from Hecht & Tittle (1990). The total score from the 5-point Likert scale determined the level of self-regulated learning and self-efficacy. Besides, students' perceived causes (effort, ability, task difficulty and luck) for their success and failure also determined. The data analyses have revealed that self-regulated learning were not related to students' achievements in mathematics. Besides, the relationship between attribution and students mathematics achievement also does not exists. However, the composite variables have shown that high level of effort and ability does give impacts on students' success, while lack of effort makes the students' achievement getting lower. The data analyses also showed a positive relationship exists between self�efficacy and students mathematics achievement. Thus self-efficacy can predict the students' achievements. The findings also interpreted on how the factors can influence the students' achievements. Finally, the findings has underlie the importance given by self-efficacy to students' achievements since self-efficacy is found as the most dominant factors that can affect Form four students' achievement in mathematics subject

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