The Effects of Self-Regulation, Motivation, Anxiety, and Attributions on Mathematics Achievement for Fifth and Sixth Grade Students

Autor/inn/en	Shores, Melanie L.; Shannon, David M.
Titel	The Effects of Self-Regulation, Motivation, Anxiety, and Attributions on Mathematics Achievement for Fifth and Sixth Grade Students
Quelle	In: School Science and Mathematics, 107 (2007) 6, S.225 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6803
Schlagwörter	Self Efficacy; Mathematics Achievement; Academic Achievement; Student Motivation; Scores; Grade 6; Grade 5; Mathematics Instruction; Anxiety; Self Management; Statistical Analysis; Attribution Theory; Mathematics Skills; Alabama + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Schulleistung; Schulische Motivation; School year 06; 6. Schuljahr; Schuljahr 06; School year 05; 5. Schuljahr; Schuljahr 05; Mathematics lessons; Mathematikunterricht; Angst; Selbstmanagement; Statistische Analyse; Mathematics ability
Abstract	For this quantitative study, a total of n = 761 students (58.1% female) from selected fifth- and sixth-grade mathematics classrooms in Alabama were surveyed in order to investigate the relationships between self-regulated learning, motivation, anxiety, attributions and achievement in mathematics. Data analyses revealed that significant contributions are made by motivation and anxiety on both test score and mathematics grade for fifth grade students. Specific factors (e.g., self-efficacy, worry, other, and failure) were related to academic performance while failure attribution was significantly related to mathematics grade. As for sixth grade students, data analyses showed relationships exist between motivation, anxiety and academic performance with specific factors (i.e., self-efficacy, intrinsic value, and worry) significantly predicting both test score and mathematics grade for sixth graders. The findings underlie the importance of motivation and anxiety for students and how these constructs interact to facilitate self-regulation over the course of developing expertise in a domain, such as mathematics. (Contains 5 tables. Appended are a Glossary of Terms and a Table of Questionnaire.) (Author).
Anmerkungen	School Science and Mathematics Association. Texas A&M University, TAMU 4232, College Station, TX 77843. Tel: 979-862-8100; e-mail: ssmj@coe.tamu.edu; Web site: http://ssmj.tamu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10