Relevant bibliographies by topics / Mathematics Academic achievement

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Mathematics Academic achievement'

Author: Grafiati
Published: 4 June 2021
Last updated: 8 February 2022

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Journal articles on the topic "Mathematics Academic achievement"

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Karadag, Ruhan, and S. Serdar Keskin. "The effects of flipped learning approach on the academic achievement and attitudes of the students." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 6 (December 30, 2017): 158–68. http://dx.doi.org/10.18844/prosoc.v4i6.2926.

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The purpose of this research is to examine the effects of activities based on ‘Flipped Learning’ approach on students' academic achievement and attitudes toward mathematics in mathematics lessons. A mixed method approach is used in this study. Quantitative data were collected through the academic achievement test developed by the researchers and the Mathematical Attitude Scale developed by Inan (2014). The qualitative data were obtained from the semi-structured interview form and the learning logs of the mathematics lessons that the students kept during the activities. In the analysis of quantitative data of the study, Statistical Package of Social Science programme was used to calculate and analyse arithmetic mean, standard deviation and t-test. In the analysis of qualitative data, content analysis was used. It is found that ‘Flipped Learning’ approach positively affect students' academic achievement and attitudes toward mathematics in mathematics lessons. Keywords: Flipped learning, mathematic instruction, academic achievement.
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Quílez-Robres, Alberto, Nieves Moyano, and Alejandra Cortés-Pascual. "Task Monitoring and Working Memory as Executive Components Predictive of General and Specific Academic Achievements in 6–9-Year-Old Children." International Journal of Environmental Research and Public Health 18, no. 13 (June 22, 2021): 6681. http://dx.doi.org/10.3390/ijerph18136681.

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Academic achievement has been linked to executive functions. However, it is necessary to clarify the different predictive role that executive functions have on general and specific academic achievement and to determine the most predictive executive factor of this academic achievement. The relationship and predictive role between executive functions and their components (initiative, working memory, task monitoring, organization of materials, flexibility, emotional control, inhibition, self-monitoring) with academic achievement are analyzed in this study, both globally and specifically in the areas of Language Arts and Mathematics, in 133 students from 6 to 9 years of age. The relationship obtained in Pearson’s correlation analysis does not differ substantially between overall achievement (r = 0.392) and specific achievement (r = 0.361, r = 0.361), but task monitoring (r = 0.531, r = 0.455, r = 0.446) and working memory (r = 0.512, r = 0.475, r = 0.505) had a greater relationship with general and specific achievement. Finally, regression analyses based on correlation results indicate that executive functions predict general academic performance (14.7%) and specific performance (12.3%, 12.2%) for Language Arts and Mathematics, respectively. Furthermore, working memory and task supervision represent 32.5% of general academic performance, 25.5% of performance in Language Arts, and 27.1% of performance in Mathematics. In conclusion, this study yielded exploratory data on the possible executive functions (task supervision and working memory) responsible for good general academic achievements and specific academic achievements in Mathematics and Language Arts.
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Nepal, Binod. "Impact of Gender and Location on Mathematical Thinking and Mathematics Achievement." Journal of Advanced Academic Research 3, no. 3 (February 28, 2017): 11–21. http://dx.doi.org/10.3126/jaar.v3i3.16803.

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Educational empowerment is taken as the most important indicator of national development. Students' achievement is seen as the key to improve educational empowerment. So to enhance students' achievement we should pay attention to achievements of overall subject of the secondary level, which is the base of further education. This paper aimed to find out the level of Mathematical Thinking and the Mathematics Achievement of the students of grade X in Nepal gender and location wise. Three districts Sindhupalchok, Kathmandu, Mahottari were selected as the study area. 400 students were selected as the sample. Mathematical Thinking Test and Mathematics Achievement Test were used as the instruments and data was analyzed using t-test. Finally, the study found out that there is no significance difference on the level of Mathematical Thinking and the Mathematics Achievement between male and female and there was another finding was that there is significant difference between rural and urban students on the level of Mathematical Thinking and Mathematics Achievement. These findings are applicable to improve teaching strategies and create new plans to make better performance of the students from rural areas. Journal of Advanced Academic Research, Vol. 3, No.3, 2016, page:11-21
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RAO, Dr B. VENKATA. "A Study of Academic Achievement in Mathematics in Relation to Cognitive Styles and Attitude Towards Mathematics." Global Journal For Research Analysis 3, no. 1 (June 15, 2012): 7–8. http://dx.doi.org/10.15373/22778160/january2014/20.

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Naz, Sadaf, Muhammad Ilyas Khan, Syed Afzal Shah, and Anjum Qayyum. "INTELLIGENCE AND ACADEMIC ACHIEVEMENT IN MATHEMATICS AT UNIVERSITY LEVEL: A STUDY OF STUDENTS’ BELIEFS." Humanities & Social Sciences Reviews 9, no. 2 (April 22, 2021): 388–96. http://dx.doi.org/10.18510/hssr.2021.9238.

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Purpose of the study: The current study explored a possible association between students’ beliefs about their intelligence and academic achievement and compared gender differences in terms of these two variables. Methodology: The sample of the study comprised of four hundred and fifty (male and female) MSc mathematics students, randomly selected from seven public sector universities of Khyber Pakhtunkhwa, Pakistan. A scale developed by Dweck (1999) was adapted to collect data for this study. Academic achievement was measured through students’ previous examination scores. Findings: Findings of the study showed that male students believed more in ‘incremental’ intelligence and had significantly higher academic achievement as compared to their female counterparts. A significant relationship was found between students’ beliefs in ‘incremental’ intelligence and their academic achievement. Applications of the study: The study has important implications for teachers and academics in the subjects of science and mathematics. This study also has implications for policies planners and administration in terms of developing an understanding regarding the role of students’ beliefs about intelligence and academic achievement. The study could lead to new thinking about ways to work on the beliefs of students that could result in better academic achievement. The novelty of this study: The study could also lead to further studies regarding the role of gender in affecting incremental beliefs and academic achievement.
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Lata, Hemant, and Leena Sharma. "Effect of Constructivist Approach on Academic Achievement of Seventh Grade Learners in Mathematics." International Journal of Scientific Research 2, no. 10 (June 1, 2012): 1–2. http://dx.doi.org/10.15373/22778179/oct2013/36.

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Arenas, Joel, and Yiu Kwong Man. "Academic Achievement and Life Satisfaction of Students in Mathematics in Positive Education Intervention." International Journal of Social Sciences and Humanities Invention 7, no. 04 (April 22, 2020): 5910–18. http://dx.doi.org/10.18535/ijsshi/v7i04.04.

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Positive education takes the study of happiness and wellbeing to inspire and help learners, schools and societies to progress. This study investigated the significant differences in the means of the pretest and posttest of students’ academic achievement and their life satisfaction in Mathematics. The relationship of students’ academic achievement and their life satisfaction in Mathematics was also measured. A total of one hundred twenty students (60 in the experimental group and 60 in the control group) from the two secondary schools in Maguindanao, Philippines living in a hostile environment were chosen and involved in the study. Results showed that there is a significant difference in the means of the pretest and posttest results of academic achievement of students in Mathematics both in the control and experimental group. The means of the pretest and posttest results of students’ life satisfaction in Mathematic were only significant in the experimental group of one school. Furthermore, there is no significant relationship between the academic achievement of students and their life satisfaction in Mathematics. The practical implication of the findings suggests that positive education intervention is also an effective strategy to improve academic achievement. Life satisfaction on the other hand is subjective and perceived differently by the learners.
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Karimova, Könül, and Benő Csapó. "The Internal/External Frame of Reference of Mathematics, English, and Russian Self-Concepts." Journal of Advanced Academics 31, no. 4 (June 22, 2020): 506–29. http://dx.doi.org/10.1177/1932202x20929703.

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The internal/external (I/E) frame of reference entails high, positive association of mathematics and verbal achievements with matching academic self-concepts but negative or near-zero correlation with their nonmatching self-concepts. This study aimed to extend the traditional I/E model by contrasting the mathematics domain with two foreign languages (English and Russian). A total of 540 Azeri eighth-grade students participated in this study. Confirmatory factor analysis revealed distinct domain-specific self-concepts for two foreign languages and mathematics, indicating a negative or near-zero nonsignificant correlations between academic self-concepts and nonmatching achievement domains but high positive, significant correlation between academic self-concepts and matching achievement domains. This study revealed distinct domain-specific self-concepts for two foreign languages, indicating a negative or near-zero nonsignificant correlations between verbal self-concepts and nonmatching verbal achievement domains. It was difficult to form a single verbal domain. The findings could be used to inform the design of interventions to improve learners’ academic self-concept and achievement.
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Alayan, Rowaidah. "The Influence of School Practices on Academic Self-Efficacy Towards Mathematics Achievement." Studia Edukacyjne, no. 51 (December 15, 2018): 491–502. http://dx.doi.org/10.14746/se.2018.51.30.

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The purpose of this article is to specify whether there is any influence of school practices towards mathematics self-efficacy and mathematics outcomes. The studies about the effect of school practice on student achievement have a long history both domestically and abroad. However, the investigation of how the social context of school and practices affect student performance is not clear, especially in mathematics. To investigate this, I will chose al-touri secondary school where I teach as a case-study for my research. The instrument use for the article will be based on a questionnaire, which contains 2 sections. Section 1 will contain “School Level Environment Questionnaire” (SLEQ). Section 2 will contain “Mathematic Self-efficacy Questionnaire” (MSEQ). The mathematic scores of students will be taken for the first and second semester to compare between them and to see if there is a significant relationship between school practices and mathematics self-efficacy and mathematics outcomes. The findings indicate that there is a significant difference in students’ perception about their school practice and mathematic self-efficacy based on their achievement and according to ANOVA test, there is a relationship between school practices and mathematic self-efficacy. The result from this study can be generalized to the population of all schools in the Arab Sectors in Israel. Moreover, we can use the questionnaires obtained in the study to identify the strengths and weaknesses of schools in their teaching and learning process and to focus on improving their latter, at the same time maintaining the strength of their teaching strategies.
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Alayan, Rowaidah. "The Influence of School Practices on Academic Self-Efficacy Towards Mathematics Achievement." Studia Edukacyjne, no. 51 (December 15, 2018): 491–502. http://dx.doi.org/10.14746/se.2018.51.30.

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The purpose of this article is to specify whether there is any influence of school practices towards mathematics self-efficacy and mathematics outcomes. The studies about the effect of school practice on student achievement have a long history both domestically and abroad. However, the investigation of how the social context of school and practices affect student performance is not clear, especially in mathematics. To investigate this, I will chose al-touri secondary school where I teach as a case-study for my research. The instrument use for the article will be based on a questionnaire, which contains 2 sections. Section 1 will contain “School Level Environment Questionnaire” (SLEQ). Section 2 will contain “Mathematic Self-efficacy Questionnaire” (MSEQ). The mathematic scores of students will be taken for the first and second semester to compare between them and to see if there is a significant relationship between school practices and mathematics self-efficacy and mathematics outcomes. The findings indicate that there is a significant difference in students’ perception about their school practice and mathematic self-efficacy based on their achievement and according to ANOVA test, there is a relationship between school practices and mathematic self-efficacy. The result from this study can be generalized to the population of all schools in the Arab Sectors in Israel. Moreover, we can use the questionnaires obtained in the study to identify the strengths and weaknesses of schools in their teaching and learning process and to focus on improving their latter, at the same time maintaining the strength of their teaching strategies.
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Dissertations / Theses on the topic "Mathematics Academic achievement"

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Sasser, Jennifer. "Elementary teachers' perceived mathematics anxiety and teaching efficacy in relationship to students' mathematics achievement." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4567.

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The focus of this research was to determine to what extent, if any, there were relationships among elementary teacher anxiety about learning mathematics, their anxiety about the mathematics they teach, their mathematics teaching efficacy beliefs, and their students' mathematics achievement. The researcher also investigated potential intervening variables such as gender, grade level taught, level of college degree, and years of teaching experience, that may influence these relationships. Teachers (N = 119) from 11 elementary schools in a west central Florida school district participated in this study and completed the Mathematics Anxiety and Teaching Efficacy Survey. Survey data on mathematics anxiety and teaching efficacy were analyzed and correlated with mathematics achievement data, as measured by the 2009 Florida Comprehensive Assessment Test (FCAT) mathematics subtest. Through a review of the research results and related literature, the researcher concluded that there was not a statistically significant relationship between teachers' perceived mathematics anxiety, anxiety about teaching mathematics, and student achievement. However, mathematics teaching efficacy was significantly correlated in a positive direction with student achievement. Review of the data also revealed that there was a statistically significant positive correlation between teachers' perceived mathematics anxiety and anxiety about teaching mathematics. Additionally, there was a significant negative correlation between anxiety about teaching mathematics and mathematics teaching efficacy.
ID: 028731736; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ed.D.)--University of Central Florida, 2010.; Includes bibliographical references.
Ed.D.
Doctorate
Department of Educational Research, Technology, and Leadership
Education
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Yum, Kim-hung. "Within the IEA Third international Mathematics and Science Study (TIMSS) : the relationship between family background and mathematics achievement of Hong Kong students /." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17597730.

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Li, Ting-on. "Schooling effects on mathematics achievement at sixth form level in Hong Kong." Click to view the E-thesis via HKUTO, 1987. http://sunzi.lib.hku.hk/HKUTO/record/B38626895.

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Leung, Hei Pak. "Evaluation of students' achievement and attitudes in primary school mathematics." Hong Kong : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13999588.

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Wang, Ze. "Academic motivation, mathematics achievement, and the school context building achievement models using TIMSS 2003 /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/5520.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2008.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on July 31, 2009) Includes bibliographical references.
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Miller, Daniel R. Day Roger P. "Exploring the integration of technology in collegiate mathematics." Normal, Ill. Illinois State University, 1999. http://wwwlib.umi.com/cr/ilstu/fullcit?p9927772.

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Thesis (Ph. D.)--Illinois State University, 1999.
Title from title page screen, viewed July 19, 2006. Dissertation Committee: Roger Day (chair), Beverly S. Rich, Michael Plantholt, Sherry Meier, Patricia Klass. Includes bibliographical references (leaves 99-107) and abstract. Also available in print.
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Zgraggen, Franziska D. "The effects of frequent testing in the mathematics classroom." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009zgraggenf.pdf.

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Kozlak, Jonathan Michael. "Effect of formative assessment on achievement in mathematics /." Full Text (HTML) Full Text (PDF) Abstract, 2009. http://eprints.ccsu.edu/archive/00000565/02/2005FT.htm.

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Thesis (M.S.) -- Central Connecticut State University, 2009.
Thesis advisor: Philip P. Halloran. "... in partial fulfillment of the requirements for the degree of Master of Science in Mathematics." Includes bibliographical references (leaves 36-39). Also available via the World Wide Web.
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Shaw, Cindy Chesley. "The effects of a standards-based mathematics curriculum on the self-efficacy and academic achievement of previously unsuccessful students." [Boise, Idaho] : Boise State University, 2009. http://scholarworks.boisestate.edu/td/15/.

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Zaller, Andrew B. "The relationship between school bureaucratization and academic achievement /." Access abstract and link to full text, 1987. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/8711960.

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Books on the topic "Mathematics Academic achievement"

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Rock, Donald A. Mathematics course-taking and gains in mathematics achievement. [Washington, D.C.?: U.S. Dept. of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 1995.

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Judith, Pollack, and National Center for Education Statistics, eds. Mathematics course-taking and gains in mathematics achievement. [Washington, D.C.?: U.S. Dept. of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 1995.

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Rock, Donald A. Mathematics course-taking and gains in mathematics achievement. [Washington, D.C.?: U.S. Dept. of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 1995.

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(Firm), Education Advantage. Mathematics 24. Edmonton, AB: Education Advantage, 1997.

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(Firm), Education Advantage. Mathematics 14. Edmonton, AB: Education Advantage, 1997.

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(Firm), Education Advantage. Mathematics 13. Edmonton, AB: Education Advantage, 1997.

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(Firm), Education Advantage. Mathematics 20. Edmonton, AB: Education Advantage, 1997.

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O'Neil, John. Raising our sights: Improving U.S. achievement in mathematics and science. Alexandria, VA: Association for Supervision and Curriculum Development, 1991.

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Reddy, Vijay. Mathematics and science achievement at South African schools in TIMSS 2003. Cape Town: HSRC Press, 2006.

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Hoffer, Thomas B. Social background differences in high school mathematics and science coursetaking and achievement. [Washington, D.C.?: U.S. Dept. of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 1995.

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Book chapters on the topic "Mathematics Academic achievement"

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Tian, Huisheng, and Zhichang Sun. "Mathematics Assessment Report." In Assessment Report on Chinese Primary School Students’ Academic Achievement, 95–136. Berlin, Heidelberg: Springer Berlin Heidelberg, 2019. http://dx.doi.org/10.1007/978-3-662-57530-7_3.

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Harding, Jenni L. "Ethnomathematics Affirmed Through Cognitive Mathematics and Academic Achievement: Quality Mathematics Teaching and Learning Benefits." In Handbook of Cognitive Mathematics, 1–30. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-44982-7_5-1.

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Panizzon, Debra, Martin Westwell, and Katrina Elliott. "Securing STEM Pathways for Australian High School Students from Low-SES Localities: Science and Mathematics Academy at Flinders (SMAF)." In Closing the Achievement Gap from an International Perspective, 285–306. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-4357-1_14.

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Hay, Ian, Rosemary Callingham, and Colin Carmichael. "Interest, Self-Efficacy, and Academic Achievement in a Statistics Lesson." In Interest in Mathematics and Science Learning, 173–88. American Educational Research Association, 2015. http://dx.doi.org/10.3102/978-0-935302-42-4_10.

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Baumann, Ros, and Henriette van Rensburg. "Inclusivity and the Education of Children of Defence Forces Personnel." In Advances in Early Childhood and K-12 Education, 35–53. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2901-0.ch003.

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Australian Defence Force (ADF) members' children present as a unique subpopulation of students. These students often experience schooling interruption as a result of posting (relocation) mobility inherent within the service requirements of their ADF parents. This chapter explores the impact of such mobility and interrupted schooling on educational achievement. Educational achievement consists of two key aspects: Social-emotional outcomes and Academic outcomes. Social-emotional outcomes are currently supported through the Defence Support Mentor (DSM) program. Academic outcomes are examined through the lens of Reading/Literacy testing results and Mathematics testing results. Academic achievement for ADF children impacted by mobility and schooling interruption remains largely unexplored within the Australian context. A conceptual framework is presented, which identifies potential causes of negative impacts upon ADF students' academic achievement.
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Baumann, Ros, and Henriette van Rensburg. "Inclusivity and the Education of Children of Defence Forces Personnel." In Research Anthology on Military and Defense Applications, Utilization, Education, and Ethics, 106–24. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-9029-4.ch007.

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Australian Defence Force (ADF) members' children present as a unique subpopulation of students. These students often experience schooling interruption as a result of posting (relocation) mobility inherent within the service requirements of their ADF parents. This chapter explores the impact of such mobility and interrupted schooling on educational achievement. Educational achievement consists of two key aspects: Social-emotional outcomes and Academic outcomes. Social-emotional outcomes are currently supported through the Defence Support Mentor (DSM) program. Academic outcomes are examined through the lens of Reading/Literacy testing results and Mathematics testing results. Academic achievement for ADF children impacted by mobility and schooling interruption remains largely unexplored within the Australian context. A conceptual framework is presented, which identifies potential causes of negative impacts upon ADF students' academic achievement.
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Paliwal, Veena, and Angela C. Fain. "The How, What, Why, and When of Teaching Mathematics in the K-12 Inclusive Classroom." In Advances in Early Childhood and K-12 Education, 1–20. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1431-3.ch001.

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Research has shown that a better understanding of mathematics education in the K-12 classrooms with an emphasis on meeting the needs of students with mathematics difficulties in an inclusive setting is crucial. Unfortunately, there is limited literature available for teachers, parents, and educators to prepare them for teaching mathematics in an inclusion setting. This chapter provides an in-depth discussion on how students' understanding and mathematical thinking, reasoning, and sense directly correlate to achievement in mathematics courses, higher-level academic courses, and in-career opportunities. This chapter provides researchers, scholars, educators, parents, and students an invaluable resource and deeper insight for understanding how effective mathematics instruction can benefit all students in an inclusive classroom.
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Weerasinghe, Daya. "Parent-Child Stress on School Mathematics Homework in a Multicultural Society." In Addressing Multicultural Needs in School Guidance and Counseling, 189–214. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0319-5.ch009.

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The aim of this chapter is to discuss parent-child stress among different cultures in relation to parents' perceptions and their involvement in mathematics homework and children's academic achievement. Several decades of research have demonstrated that parental involvement in children's achievement is associated with a variety of positive and negative academic and motivational outcomes. It is argued that parents' involvement may matter more for some children than for others and parents are active participants rather than passive observers in children's education. This chapter provides insights on how parental involvement in homework can make a difference and why excessive involvement of parents can cause stress for both parents and children. Further, it is discussed how the cultural differences between Asian and European groups appear to narrow down with acculturation over the years.
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Villavicencio, Felicidad T. "Academic boredom weakens the relationship between value appraisals and achievement in mathematics 1." In Emotions in Learning, Teaching, and Leadership, 62–77. Routledge, 2020. http://dx.doi.org/10.4324/9780429353581-5.

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Wang, Chuang, Qimeng Liu, Jian Liu, and Tianxue Cui. "THE RELATIONSHIP BETWEEN STUDENT’S APPROACHES TOWARD LEARNING AND ACADEMIC ACHIEVEMENT IN THE CHINESE CONTEXT." In Advances in Education and Educational Trends Series, 3–14. inScience Press, 2021. http://dx.doi.org/10.36315/2021ead01.

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This study examined the relationship between Chinese high school students’ approaches toward learning and their academic achievements. Participants consisted of 14,021 eleventh graders from an eastern province in China. They took the National Standardized Test in three subject areas: Chinese language, mathematics, and English language. The total score was used as an indicator of their academic achievement. Students’ approaches toward learning were measured in three aspects: self-confidence in learning, learning interests, and study habits. Questionnaires of self-confidence in learning and learning interests were adapted from PISA 2006 and PISA 2012. Study habits were measured with the questionnaire adapted from Academic Adjustment Inventory (AAT). The Pearson correlation and hierarchical linear regression results showed that the dimensions of students’ approaches toward learning weresignificantly related to academic achievements. Results of analysis of variance after the control of student gender and socioeconomic status suggested that the top 25% of students in dimensions of approaches toward learning scored significantly higher than the bottom 25% of students with small effect sizes in their performance on the final examinations. This study suggests that helping students build good approaches toward learning may improve their academic achievements. Educators are recommended to put more effort into helping students cultivate learning confidence and developing interests in learning. Classroom teachers are advised to guide students in fostering good study habits and make study plans.
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Conference papers on the topic "Mathematics Academic achievement"

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Baranyi, Mate, and Roland Molontay. "Effect of Mathematics Remediation on Academic Achievement – A Regression Discontinuity Approach." In 2019 International Symposium on Educational Technology (ISET). IEEE, 2019. http://dx.doi.org/10.1109/iset.2019.00016.

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Adawiyah, Rabiatul, Siti Zubaidah, Dwi Listyorini, and Meli Astriani. "The potential of Remap STAD in improving motivation and academic achievement." In THE 4TH INTERNATIONAL CONFERENCE ON MATHEMATICS AND SCIENCE EDUCATION (ICoMSE) 2020: Innovative Research in Science and Mathematics Education in The Disruptive Era. AIP Publishing, 2021. http://dx.doi.org/10.1063/5.0043280.

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Ljubin-Golub, Tajana. "THE ROLE OF ACHIEVEMENT GOALS IN MOTIVATIONAL REGULATION AND FLOW IN LEARNING." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact037.

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"Appropriate self-regulation in motivation and experiencing flow in learning and other academic activities are important factors for success in study and psychological wellbeing. Previous studies suggested that achievement goals have role in student’s motivation for learning, but there is only partial knowledge regarding the role of achievement goals in motivational regulation and academic flow. The aim of this study was to explore: a) the role of achievement goals in motivational self-regulation and study-related flow; b) the incremental role of mastery self-talk motivational strategy in academic flow over the mastery-approach goal; c) the mediating role of mastery self-talk motivational strategy in the relationship between mastery-approach goal and academic flow. It was expected that both mastery-approach goal and mastery self-talk motivational strategy will have positive and incremental role in academic flow, and that the relationship between mastery-approach goal and academic flow would be mediated through using motivational strategy of mastery self-talk. The participants were 113 university undergraduate students studying mathematics (M= 20 years, 61% females). Self-report questionnaires assessing achievement goals, strategies used for self-regulation of motivation, and study-related flow were applied. Data analysis included regression analyses and mediational analyses. Regression analyses revealed that personal goal achievements explained 43% of variance in mastery self-talk strategy, 32% of variance in performance-approach self-talk strategy, 18% of variance in performance-avoidance self-talk strategy, 11% of variance in environmental control strategy, 7% of variance in self-consequating strategy, and 10% of variance in proximal goal strategy. Personal achievement goals explained 45% of variance in academic flow. Mastery-approach goal was predictive for explaining individual variance in most of positive motivational strategies and academic flow. In line with hypothesis, it was found that mastery self-talk mediated the relationship between mastery-approach goal and flow. The results underscore the importance of adopting mastery-approach goal and using mastery self-talk strategy in order to experience study-related flow."
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4

Alegre, Francisco, and Lidon Moliner. "PEER TUTORING IN MATHEMATICS. IMPACT ON ACADEMIC ACHIEVEMENT WITH PROPORTIONALITY CONTENTS IN 7TH GRADE." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.2192.

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5

Lai, Chee Sern, Maizam Alias, D'oria Islamiah Rosli, and Lee Ming Foong. "The effects of integrated teaching method on academic achievement and cognitive load in engineering mathematics." In 2017 IEEE 9th International Conference on Engineering Education (ICEED). IEEE, 2017. http://dx.doi.org/10.1109/iceed.2017.8251167.

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6

Thamrin, Thamrin, Ma’aruf Akbar, and Burhanuddin Tola. "Self-efficacy, academic anxiety, and self-regulated learning on mathematics achievement at vocational high school." In First International Conference on Technology and Educational Science. EAI, 2019. http://dx.doi.org/10.4108/eai.21-11-2018.2282033.

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7

Aziz, Fatihah, Abd Wahab Jusoh, and Mohd Syafarudy Abu. "A comparison of student academic achievement using decision trees techniques: Reflection from University Malaysia Perlis." In INTERNATIONAL CONFERENCE ON MATHEMATICS, ENGINEERING AND INDUSTRIAL APPLICATIONS 2014 (ICoMEIA 2014). AIP Publishing LLC, 2015. http://dx.doi.org/10.1063/1.4915667.

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8

Hidayat, Riyan, Sharifah Norul Akmar Syed Zamri, Hutkemri Zulnaidi, and Putri Yuanita. "Achievement Goal for Indonesian Students of Mathematics Education Program: Issues of Gender and Academic Year Level." In The Second International Conference on Social, Economy, Education, and Humanity. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0010113804920498.

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9

Bondarenko, I. N., I. Yu Tsyganov, and L. N. Makushina. "Psychological resources of high school students’ academic performance with different individual regulatory profiles." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.85.103.

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Abstract:
The study aims to explore the differential-regulatory predictors of academic performance in the graduating classes of high school. Conscious self-regulation is considered as a universal and exceptional resource for achieving educational goals in the final grades. In modern conditions of digitalization of the educational process and increasing information flows, the individuals’ ability to set goals and optimally achieve them, while maintaining curiosity, achievement motivation, and the desire to develop their personality, is of particular value. The main research question is: what regulatory, motivational, and personal characteristics of students with different regulatory profiles act as their psychological resources for successful school graduation? The study aims to investigate the contribution of regulatory, motivational, and personal characteristics to the annual assessment in mathematics and Russian in high school students with different profiles of conscious self-regulation. The following results were obtained from a sample of students in grades 9–11 (N = 355, average age M = 15.81 ± 0.926). Regression models of the contributions of regulatory, motivational, personal, and emotional-motivational indicators to the performance in mathematics and Russian were constructed for six selected individual typological groups of students. The results showed that only a high harmonious profile of self-regulation ensures that the student is “focused” on high academic achievements. Any conflict in the motivational or personal sphere distracts the resources of the graduate from educational activities. The process of self-regulation (Modeling) is suppressed in all groups as a result of preparation for exams. The regulatory profile and motivational and personal characteristics of students who risk not passing the examination tests without the intervention of teachers and psychologists are determined.
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Sarvehana, Zeinab Sadat Jahromi. "Study on effectiveness of Hana game application on cognitive problem solving skill, attention and academic achievement linguistics and mathematics on first grade student." In 2019 International Serious Games Symposium (ISGS). IEEE, 2019. http://dx.doi.org/10.1109/isgs49501.2019.9047023.

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