Effect of self regulated learning strategies on achievement in mathematics and motivational beliefs in relation to mathematical anxiety and mathematical creativity

Abstract

The present study explored the effect of self-regulated learning strategies on achievement in mathematics and motivational beliefs in relation to mathematical anxiety and mathematical creativity on the sample of 400 students of class 9 th from four different schools of Chandigarh affiliated to C.B.S.E. Major findings revealed that (i) the group taught through selfregulated learning strategies performed significantly better than that of control group with respect to achievement in mathematics and motivational beliefs. (ii) There was a significant difference among the performance of different sub-groups of mathematical anxiety with respect to achievement in mathematics and motivational beliefs. (iii) There was a significant difference among the performance of different sub-groups of mathematical creativity with respect to achievement in mathematics and motivational beliefs. (iv) A significant interaction effect was found between self- regulated learning strategies and both independent variables with respect to achievement in mathematics and motivational beliefs. (v) However, no significant interaction effect was found among self-regulated learning strategies, mathematical anxiety and mathematical creativity with respect to achievement in mathematics and motivational beliefs. The present study provides many useful implications for educational planners, educators, parents and counselors for making students more responsible and aware about their learning. newline