Impact of Self-Regulated Learning Strategies on Mathematics Achievement, Motivational Beliefs, and Mathematical Creativity among Secondary School Students

Authors: Tanmoy Kumar Maji, Vinita M. Chaudhary

Country: India

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Abstract: The present study investigates the impact of self-regulated learning strategies on mathematics achievement, motivational beliefs, and mathematical creativity among secondary school students. The study aims to examine how students’ ability to plan, monitor, and evaluate their learning activities influences their academic performance and creative thinking in mathematics. A descriptive and correlational research design was adopted for the study. Data were collected from 400 secondary school students using a structured questionnaire and academic achievement records. Statistical tools such as mean, standard deviation, correlation analysis, regression analysis, t-test, and ANOVA were used for data analysis. The findings revealed a significant positive relationship between self-regulated learning strategies, mathematics achievement, motivational beliefs, and mathematical creativity. Students with higher self-regulation demonstrated better academic performance, stronger motivation, and greater creative abilities in mathematics learning.

Keywords: Self-Regulated Learning, Mathematics Achievement, Motivational Beliefs, Mathematical Creativity, Secondary School Students, Academic Performance, Mathematics Education.

Paper Id: 233113

Published On: 2024-11-13

Published In: Volume 12, Issue 6, November-December 2024

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