Self-Regulated Learning of Pre-University Students in Mathematics Classrooms

Tang E. L. (2013). Self-regulated learning of pre-university students in mathematics classrooms. Journal of Educational Sciences and Psychology, 3(2), 40-47

8 Pages Posted: 28 Jan 2015

Date Written: January 27, 2015

Abstract

Central to this study is to evaluate the pattern in the use of self-regulated learning (SRL) between high- and low-mathematics achievers in classrooms of two pre-university mathematical subjects with different levels of difficulty. The study involved 164 and 135 students in classes of low- and high-level mathematical subjects respectively. High achievers practiced more SRL than low achievers in classes of the low-level mathematical subject particularly in significantly reducing anxiety level, possessing positive attitude, and having better time management skills. In classes of the high-level subject, high achievers were significantly better than low achievers in test taking strategies. However, there was no tendency among high achievers to use will, self-regulation, and skill components than low achievers for both mathematical subjects.

Keywords: self-regulated learning; mathematics performance; pre-university students

Suggested Citation

Tang, Eng Loong, Self-Regulated Learning of Pre-University Students in Mathematics Classrooms (January 27, 2015). Tang E. L. (2013). Self-regulated learning of pre-university students in mathematics classrooms. Journal of Educational Sciences and Psychology, 3(2), 40-47, Available at SSRN: https://ssrn.com/abstract=2556677

Eng Loong Tang (Contact Author)

Sunway College ( email )

No. 5, Jalan Universiti
Bandar Sunway
Petaling Jaya, 46150
Malaysia

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