Self-regulation based Learning Strategies and Self-efficacy Perceptions as Predictors of Male and Female Students’ Mathematics Achievement

AbstractThis study aimed to determine whether mathematics achievement can be explained in terms of self regulation based learning strategies (metacognitive self regulation, regulation of time and study environment, effort management, help seeking) and self efficacy perceptions, and whether these differ between the two genders. The sample consisted of 473 (144 girls and 329 boys) freshmen at Yıldız Technical University who were attending the course “Mathematics I”. “Motivated Strategies for Learning Questionnaire” developed by Pintrich et al. and students’ examination results were used to collect data for the correlational study. The findings indicated that metacognitive self-regulation, regulation of time and study environment, help seeking, and self-efficacy perceptions were significant factors in explaining mathematics achievement while effort regulation was not. Further, it was concluded that there was a difference between the two genders as to the use and benefits of these strategies