Mohammad Mahdi Babaei; Adel Zahed Babolan; Mahdi Moeainikia; Ali Khaleghkhah
Abstract
The purpose of present study was to identify the relationship betweenlearning strategies and exam anxiety withmathematics learning among high schools students of Amol.The research method was descriptive and correlational. The statistical population was 2950 people of Amol high schools' students in the ...
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The purpose of present study was to identify the relationship betweenlearning strategies and exam anxiety withmathematics learning among high schools students of Amol.The research method was descriptive and correlational. The statistical population was 2950 people of Amol high schools' students in the second and third grades of the field of Mathematics and Physics, from which 339 students were selected as sample according to Cochran formula and multi-stage cluster sampling. However, 333 questionnaires of them were analyzable. The research instrument was the part of Pintrich et al questionnaire containing learning strategies and exam anxiety dimension. Data were analyzed by Pearson correlation formula, regression multivariate and path analysis. Pearson correlation analysis revealed that there is a statistically significant relationship between the learning strategies subscales and mathematics learning. A regression analysis revealed that share of organization, self- regulation, critical thinking, elaboration and rehearsal in predicting mathematics learning students meaningful, but share of exam anxiety was not significant in predicting mathematics Learning. The results of path analysis showed that rehearsal, organization, elaboration and critical thinking through variable of self- regulation have an indirect effect on mathematics learning students, but self- regulation has a direct effect on mathematics learning students.
