| dc.creator | Chatzistamatiou, M. | en |
| dc.creator | Dermitzaki, I. | en |
| dc.creator | Efklides, A. | en |
| dc.creator | Leondari, A. | en |
| dc.date.accessioned | 2015-11-23T10:24:36Z | |
| dc.date.available | 2015-11-23T10:24:36Z | |
| dc.date.issued | 2015 | |
| dc.identifier | 10.1080/01443410.2013.822960 | |
| dc.identifier.issn | 1443410 | |
| dc.identifier.uri | http://hdl.handle.net/11615/26626 | |
| dc.description.abstract | The aim of the study was to investigate the relationships between elementary students’ reported use of self-regulatory strategies in mathematics and their motivational and affective determinants. Participants of the study were 344 fifth- and sixth-grade Greek students. Students were asked to complete self-reported measures regarding the strategies they use to self-regulate mathematics learning, their achievement goals in relation to mathematics, their self-efficacy concerning mathematics learning and achievement, the value they attribute to mathematics as a subject domain and their enjoyment of mathematics learning. Structural equation modelling confirmed a mediation model, that is, students’ mathematics self-efficacy, value beliefs about mathematics and enjoyment mediated the effects of achievement goals on reported strategy use. Results are discussed in terms of implications for elementary students’ self-regulated learning skills. © 2013 Taylor & Francis. | en |
| dc.source | Educational Psychology | en |
| dc.source.uri | http://www.scopus.com/inward/record.url?eid=2-s2.0-84941807342&partnerID=40&md5=818487664b627c674a0f9ab94970860f | |
| dc.subject | achievement goals | en |
| dc.subject | elementary school mathematics | en |
| dc.subject | enjoyment | en |
| dc.subject | self-efficacy | en |
| dc.subject | self-regulatory strategies | en |
| dc.subject | value | en |
| dc.title | Motivational and affective determinants of self-regulatory strategy use in elementary school mathematics | en |
| dc.type | journalArticle | en |
