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" The relationships among sources of self -regulation, disposition towards mathematics, and mathematics achievement in community college students "
Jason Brian Watts
A. I.-N. Thompson, Asghar
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Latin Dissertation
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| Language of Document
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English
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| Record Number
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55518
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| Doc. No
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TL25472
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| Call number
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3223332
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| Main Entry
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Jason Brian Watts
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| Title & Author
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The relationships among sources of self -regulation, disposition towards mathematics, and mathematics achievement in community college students\ Jason Brian Watts
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| College
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The University of Alabama
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| Date
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2006
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| Degree
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Ph.D.
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| student score
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2006
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| Page No
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226
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| Abstract
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This study investigated two features of the biofunctional theory of educational psychology, the multi-source hypothesis of learning and wholetheme instruction. The multi-source hypothesis holds that learning theories that account only for students' active efforts to learn fail to account for other mental processes activated by the brain automatically, which some research indicates accounts for more learning than do the active processes. Among these dynamic processes are intuition, insight, and curiosity. Students' attitudes and beliefs are thought to be strongly related to these processes. Wholetheme instruction is a methodology that seeks to harness and utilize these dynamic processes to improve student learning. In the first phase of the study, 275 college mathematics students took a two-part survey designed to measure active self-regulation, dynamic self-regulation, and dispositions towards mathematics. The results indicated that active self-regulation, dynamic self-regulation, and disposition are strongly related to mathematics grades. Students with low levels of coherence in their knowledge bases tended to make the lowest grades, while a combination of mathematics anxiety and perceived self-efficacy was found to be a barrier to high achievement. High and low achievers were also differentiated by their levels of motivation. The second phase of the study found that students generally react positively to the wholetheme approach, and appreciated the coherent nature of the instruction. Correlational analysis revealed that the contribution of dynamic self-regulation to student achievement was much higher for the class taught using the wholetheme approach than for the remainder of the sample.
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| Subject
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Education; Community college students; Mathematics achievement; Self-regulation; Whole theme education; Mathematics education; Community colleges; 0275:Community colleges; 0280:Mathematics education
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A. I.-N. Thompson, Asghar
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The University of Alabama
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