Relation between Motivational strategies on mathematics learning with Mediation of exam anxiety high school's students
Journal Title: Journal of Science and today’s world - Year 2016, Vol 5, Issue 2
Abstract
Present study is focused on modeling the role of motivational strategies on learning mathematics among high school students. Research methodology was of descriptive kind, applying structural equation modeling. Statistical population included 2950 high school students in grade 2 and 3 majoring mathematics in Amol County. Based on Cochran formula, 330 students were selected through multi-stage cluster sampling method. Research instrument was part of motivation strategies questionnaire of Pintrich. It included motivational strategies and average of students in previous year was also considered. Data were analyzed through applying Pierson correlation coefficient, simultaneous multiple regression analysis, and structural equation modeling. It was found out that there is significant relationship between motivational strategies and mathematics learning at 99% significance level. Besides, regression analyses showed that exam anxiety, task value, and extrinsic goal orientation significantly predict mathematics learning of students. However, the contribution of other variables in predicting mathematics learning was insignificant. Path analysis results showed that task value and extrinsic goal orientation can indirectly- through exam anxiety- impact upon mathematics learning of students but exam anxiety has direct impact upon mathematics learning.
Authors and Affiliations
Mahdi MoeiniKia, Mohammad Mahdi Babaei Menghari, Adel Zahed Babolan, Reza Pasha
Keywords
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