The relationship between self-regulation strategies and prospective elementary school teachers' academic achievement in mathematics teaching course

被引：1

作者：

Acar, Esin ^{[1
]}

Aktamis, Hilal ^{[1
]}

机构：

[1] Adnan Menderes Univ, Fac Educ, TR-09010 Aydin, Turkey

来源：

INNOVATION AND CREATIVITY IN EDUCATION | 2010年 / 2卷 / 02期

关键词：

Self-regulation strategies; prospective elementary school teachers; mathematics teaching; academic achievement; motivation;

D O I：

10.1016/j.sbspro.2010.03.903

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Self-regulation strategies including motivational beliefs, cognitive and meta-cognitive and resource managing strategies are very important for prospective elementary school teachers in terms of their mathematics teaching efficacy. Accordingly, we assume that if teachers having these strategies adequately, they teach mathematics better. In this study, it is aimed to reveal the relationship between prospective elementary school teachers' awareness or using of motivational beliefs, cognitive and meta-cognitive strategies and resource managing strategies in relation to mathematics teaching and the prospective teachers' academic achievement in "Mathematics Teaching" course. (C) 2010 Elsevier Ltd. All rights reserved.

引用

页码：5539 / 5543

页数：5

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