dc.contributor.advisor | Wolf-Wendel, Lisa | |
dc.contributor.author | Otts, Cindy Denise | |
dc.date.accessioned | 2011-02-01T20:22:34Z | |
dc.date.available | 2011-02-01T20:22:34Z | |
dc.date.issued | 2010-12-12 | |
dc.date.submitted | 2010 | |
dc.identifier.other | http://dissertations.umi.com/ku:11267 | |
dc.identifier.uri | http://hdl.handle.net/1808/7081 | |
dc.description.abstract | The purpose of the study was to investigate the relationship among math attitudes, self-regulated learning, and course outcomes in developmental math. Math attitudes involved perceived usefulness of math and math anxiety. Self-regulated learning represented the ability of students to control cognitive, metacognitive, and behavioral aspects of learning. The sample consisted of 376 students who were enrolled in developmental math courses at a community college. Although participants perceived math as fairly relevant to their lives, they did not experience much math anxiety. Participants were somewhat likely to engage in self-regulated learning, but the rates were not particularly high. Of the five self-regulated learning scales (metacognitive self-regulation, effort regulation, environmental management, peer help, and study strategies), students were most likely to regulate their effort and structure their learning environment. Findings from independent samples t-tests, one-way analyses of variance, and correlation analyses highlighted differences in math attitudes, self-regulated learning, and math outcomes based on demographic variables. First generation and part-time college students and students with dependents perceived math as more useful than their counterparts. Continuing generation and part-time students experienced higher levels of math anxiety than first generation and full-time students. Students who were female, non-traditional aged, married or divorced/separated, and those who had dependents were more likely to engage in self-regulatory strategies than their peers. Multiple regression analyses were conducted to determine a) the influence of math attitudes on self-regulated learning and b) the influence of self-regulated learning on final course grades in developmental math. Results indicated that attitudes toward math significantly predicted self-regulated learning and that self-regulated learning significantly predicted final course grades. Students who used self-regulatory strategies earned higher grades in developmental math courses. The results have implications for educational policy and practice. Developmental education programs should include instruction on self-regulatory strategies and should consider supplementing cognitive assessment measures with non-cognitive factors in order to better predict readiness for college coursework and academic potential. | |
dc.format.extent | 185 pages | |
dc.language.iso | en | |
dc.publisher | University of Kansas | |
dc.rights | This item is protected by copyright and unless otherwise specified the copyright of this thesis/dissertation is held by the author. | |
dc.subject | Community college education | |
dc.subject | Academic success | |
dc.subject | Developmental education | |
dc.subject | Developmental math | |
dc.subject | Math attitudes | |
dc.subject | Self-regulation | |
dc.title | SELF-REGULATION AND MATH ATTITUDES: EFFECTS ON ACADEMIC PERFORMANCE IN DEVELOPMENTAL MATH COURSES | |
dc.type | Dissertation | |
dc.contributor.cmtemember | Wolf-Wendel, Lisa | |
dc.contributor.cmtemember | Twombly, Susan | |
dc.contributor.cmtemember | Kim, Dongbin | |
dc.contributor.cmtemember | Gay, Susan | |
dc.contributor.cmtemember | Carlsen, Charles | |
dc.thesis.degreeDiscipline | Educational Leadership and Policy Studies | |
dc.thesis.degreeLevel | Ed.D. | |
kusw.oastatus | na | |
kusw.oapolicy | This item does not meet KU Open Access policy criteria. | |
kusw.bibid | 7642695 | |
dc.rights.accessrights | openAccess | |