Mathematical Problem-Solving Achievement and Motivational Strategies for Learning

Emre Dinc*, Dilek Sezgin-Memnun**, Bunyamin Aydin***
* Penn State University, USA.
** Uludag University, Turkey.
*** Necmettin Erbakan University, Turkey.
Periodicity:August - October'2020
DOI : https://doi.org/10.26634/jpsy.14.2.17478

Abstract

This study investigated how motivational strategies predict ninth graders' mathematical problem-solving achievements. The students were grouped based on their school types as students who have high and moderate academic achievements. Quantitative data were collected by motivational strategies for Learning questionnaire and routine/nonroutine mathematical problem-solving tests. Data were analyzed by multiple regression, Pearson's r, and Welch's t-test. Results showed that ninth graders with high and moderate academic achievements need to improve their problemsolving skills. A statistically substantive difference in routine problem-solving success and a statistically moderate difference in non-routine problem-solving success between the two groups were found. Self-efficacy was the strongest significant predictor for both the problem-solving achievements (routine/nonroutine) of students with moderate academic success. Cognitive strategy use was not a significant predictor for routine problem-solving achievements of both groups. Test anxiety predicted both groups' routine problem-solving achievements negatively. Text anxiety also predicted non-routine problemsolving achievements of students with moderate academic success negatively. All variables predicted non-routine problem-solving achievements of students with moderate academic success. The analysis revealed no correlation between routine and non-routine problem-solving achievements of students with high academic success. The analysis of students with moderate academic success revealed that there is a statistically moderate and positive correlation between routine and non-routine problem-solving achievements.

Keywords

Mathematical Problem-Solving, Motivation, Self-Efficacy, Self-Regulation, Test Anxiety.

How to Cite this Article?

Dinc, E., Sezgin-Memnun, D., and Aydin, B. (2020). Mathematical Problem-Solving Achievement and Motivational Strategies for Learning. i-manager's Journal on Educational Psychology, 14(2), 1-15. https://doi.org/10.26634/jpsy.14.2.17478

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