Examining the Relationship of Mathematics Self-Concept, Academic Self-Regulation, and Academic Achievement of Pre-Service Mathematics Teachers

Artigo2024

0 visualizações desta ficha 0 acessos ao texto completo Contagem real do Portal desde 25/09/2026; tráfego comum, sem testes; quem desativa o rastreamento no navegador não é contado.

Resumo

Many Filipino students continuously struggle to learn mathematics, and the extant literature suggests their motivation to learn may play a crucial factor in determining their success in university.It may conceivably drive students to persevere, exert more effort, and display goal-orientated behaviors.This paper examines if motivational factors such as self-concept and academic self-regulation are directly related to the mathematics achievement of pre-service mathematics teachers.A descriptive-correlational study was carried out using the purposive sampling method.A total of 71 pre-service mathematics teachers completed the survey instrument during the academic year 2023-2024 at Nueva Ecija University of Science and Technology.The results revealed that pre-service teachers had moderate mathematics achievement, mathematics self-concept, and academic self-regulation.Furthermore, a significant relationship was seen between mathematics self-concept, academic self-regulation (identified and intrinsic), and academic achievement.Finally, only mathematics self-concept serves as a significant predictor of mathematics achievement.Overall, this research study highlights the importance of mathematics self-concept and academic self-regulation in improving mathematics achievement of pre-service mathematics teachers.

Dados da obra

Tipo: Artigo
Periódico: OALib, v. 11, n. 07, p. 1-18
Editora: Scientific Research Publishing
Ano: 2024 (2024-01-01)
Idioma: en
Palavras-chave: mathematics self-concept; academic self-regulation; academic performance; pre-service mathematics teachers; mathematics learning motivation; intrinsic motivation; identified motivation; Filipino students
DOI: 10.4236/oalib.1111816
ISSN: 2333-9705, 2333-9721
Acesso: Acesso aberto
Fontes: OpenAlex
Na Biblioteca desde: 01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
VERGARA, Christopher R.. Examining the Relationship of Mathematics Self-Concept, Academic Self-Regulation, and Academic Achievement of Pre-Service Mathematics Teachers. OALib, v. 11, n. 07, p. 1-18, 2024. DOI: https://doi.org/10.4236/oalib.1111816.

APA

Vergara, C. R. (2024). Examining the Relationship of Mathematics Self-Concept, Academic Self-Regulation, and Academic Achievement of Pre-Service Mathematics Teachers. OALib, 11(07), 1-18. https://doi.org/10.4236/oalib.1111816

BibTeX

@article{vergara2024,
  author = {Vergara, Christopher R.},
  title = {Examining the Relationship of Mathematics Self-Concept, Academic Self-Regulation, and Academic Achievement of Pre-Service Mathematics Teachers},
  year = {2024},
  journal = {OALib},
  volume = {11},
  number = {07},
  pages = {1-18},
  publisher = {Scientific Research Publishing},
  doi = {10.4236/oalib.1111816},
  language = {en}
}

RIS

TY  - JOUR
AU  - Vergara, Christopher R.
TI  - Examining the Relationship of Mathematics Self-Concept, Academic Self-Regulation, and Academic Achievement of Pre-Service Mathematics Teachers
PY  - 2024
JO  - OALib
VL  - 11
IS  - 07
SP  - 1
EP  - 18
DO  - 10.4236/oalib.1111816
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS