Structural Equation Modeling of the Relationship of Self-Regulation and Self-Concept with Mathematics Achievement based on the Mediating Role of Self-Efficacy

Sahrayi Galujeh, Fereshte and Khaleghkhah, Ali and ZahedBabelan, Adel and Moinikia, Mahdi (2016) Structural Equation Modeling of the Relationship of Self-Regulation and Self-Concept with Mathematics Achievement based on the Mediating Role of Self-Efficacy. Masters thesis, University of Mohaghegh Ardabili.

Text (مدل یابی ساختاری رابطه خودتنظیمی و خودپنداره بر پیشرفت تحصیلی ریاضی با توجه به نقش واسطه گری خودکارآمدی) Fereshte Sahrayi Galujeh.pdf Download (402kB)

Abstract

As a communication and modeling science, mathematics plays a unique role in academic and occupational performance of learners by providing a meticulously correct understanding of the information and arguments. In this regard, self-efficacy, self-regulation, and self-concept can provide the grounds for academic achievement in students by determining beliefs about their ability to perform tasks; and by controlling and assessing the behaviors, conception, and perception of the self with regard to the areas of academic achievement in students. Hence, this study aimed at the structural equation modeling of the relationship of self-regulation and self-concept with mathematics achievement based on the mediating role of self-efficacy. This study is of a structural equation modeling nature whose research method falls within the category of descriptive research. In this study, 175 participants were selected as the sample from among all public school female students at the seventh grade in Khalkhal city by multi-stage random sampling method. Pintrich & De Groot's Self-Regulated Learning Strategies (1991), Rodger's Self-Concept Scale (1957), Morris's Child and Adolescent Self-Efficacy Scale (2001), and mathematics scores of students in the first semester (to measure mathematics achievement) were used for data collection purposes. It is noteworthy that the face and content validity of the scales were confirmed by expert opinion and Cronbach's alpha reliability coefficients of the scales were respectively obtained as follows: .78, .86, and .81. In the end, the data were analyzed by SPSS and LISREL software. Considering the fitness indexes of the model (RMSEA = .05, GFI = .92, NFI = .98, and NNFI = .99), the research findings confirmed the effectiveness of the research variables, and the mediating role of self-efficacy in self-regulation and self-concept and its effect on mathematics achievement. In this way, .77 of academic mathematics achievement was determined based on the components of self-regulation and .82 of academic mathematics achievement was accounted for by the components of self-concept. Therefore, it can be concluded that self-efficacy plays an important mediating role in self-regulation and self-concept and in their application in academic mathematics achievement. Keywords: self-regulation, self-concept, self-efficacy, mathematics achievement

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