P. Kadivar; V. Farzad; M. Dasta
Volume 8, Issue 23 , April 2012, , Pages 96-118
Abstract
One of the main educational goals teachers and parents expect the students to attain is the ability to solve problems. The purpose of this study is to investigate the causal relationship between achievement goals and self-regulation strategies with math problem-solving performance. To this aim, casual-correlational ...
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One of the main educational goals teachers and parents expect the students to attain is the ability to solve problems. The purpose of this study is to investigate the causal relationship between achievement goals and self-regulation strategies with math problem-solving performance. To this aim, casual-correlational research method was adopted, and two questionnaires on achievement goals (Elliot & McGregor, 2001) and self-regulation strategies (Pintrich et. al, 1991) as well as a math test were used. The results indicated that only motivational strategies had a direct impact on problem-solving. Moreover, mastery-approach and performance-approach goals had a direct impact on cognitive, metacognitive, motivational and resource management strategies but an indirect impact on problem-solving performance. The findings are in line with some earlier studies but in contrast with some others. The important point is the low variance of problem-solving performance. One of the factors contributing to such a low variance might be the fact that cognitive, metacognitive and resource management strategies have had no impact on problem-solving variable.
