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The Relationship of Self-Regulated Learning and Math Achievement Among the 4th- to 6th- Grade Elementary Schools Students: A Longitudinal Analysis
self-regulated learning、gender difference、math achievement、latent growth curve model
|Issue Date:||2017-11-06 16:34:27 (UTC+8)|
Students’ self-regulated learning (SRL) is an important topic. This study examines the development of self-regulated learning and math achievement. The sample from the 4th- to 6th-grade elementary schools students. Structural equation modeling with the latent growth curve models is employed to analyze the data. The analysis results are as follows: The gender differences really exist regarding the development of SRL. Between self-regulated’ slope and math achievement’s slope and between self-regulated’ intercept and math achievement’s intercept both have positive relationships. In all students sample and girl’s sample, they have a negative relationship between self-regulated’ slope and intercept. The growth of self-regulated learning is curve, not linear, so could not accurately predict the trend of self-regulated learning in future. Girls’ self-regulated learning are better than boys’, but boys’ growth rate are better than girls’. Boys’ math achievements are better than girls’, and the growth rate is too. Bnd math achievements’ mean just has a little difference. But girls’ performances on self-regulated learning and math achievements are better than those of boys in the 4th wave test. Based on these results, several conclusions and suggestions for parctical applications and future research are proposed.
|Relation:||教育與心理研究, 39(4), 87-111|
|Appears in Collections:||[教育與心理研究 TSSCI] 期刊論文|
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