Modeling of Self-Assessment Impact on Mathematics Achievement of Second levels in high School Students with intermediation of Self-Regulation

Document Type : Scientific Articles

Authors

1 Associate Professor, Counseling Department, Khomein Branch, Islamic Azad University, Khomein, Iran

2 PhD Student in Educational Psychology, Khomein Branch, Islamic Azad University, Khomein, Iran

3 Assistant Professor, Counseling Department, Khomein Branch, Islamic Azad University, Khomein, Iran

4 Associate Professor, Department of Educational Sciences, Ardabil Branch, Islamic Azad University, Ardabil, Iran

Abstract

The purpose of this study was to investigate the modeling of self-assessment impact on mathematics achievement with intermediation of self-regulation. This research was conducted by field method. The statistical population consisted of all secondary school students of Qom province who were studying in the academic year of 1397-98. The sample size consisted of 278 female students in11th grade who were selected by multistage cluster sampling. Data were collected through self-assessment Questionnaire of Jaje, Currency, Bono and Thoresen(2003), Self-regulation Questionnaire of Bufard et al(1995) and Mathematics Test. Then structural equation modeling was used for correlation analysis and analyzed by Amos software. The results showed that the model fits well with the data of this study and self- assessment mediated by self-regulation has a direct impact on the progress of mathematics achievement. The correlation between self- assessment and academic achievement (r=0.42) and self-regulation and academic achievement (r=0.40) was significant at 99% confidence level. The results show the importance of self-assessment strategies on mathematics achievement. Accordingly, to increase students' mathematics achievement, more attention should be paid to teaching these strategies.

Keywords

References

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Journal of Educational Psychology Studies
Volume 16, Issue 36
January 2020
Pages 51-72

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