文章基本信息

标题：The relationship between self-regulation strategies and prospective elementary school teachers’ academic achievement in mathematics teaching course
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作者：Esin Acar ; Esin Acar ; Hilal Aktamış 等
期刊名称：Procedia - Social and Behavioral Sciences
印刷版ISSN：1877-0428
出版年度：2010
卷号：2
期号：2
页码：5539-5543
DOI：10.1016/j.sbspro.2010.03.903
语种：English
出版社：Elsevier
摘要：AbstractSelf-regulation strategies including motivational beliefs, cognitive and meta-cognitive and resource managing strategies are very important for prospective elementary school teachers in terms of their mathematics teaching efficacy. Accordingly, we assume that if teachers having these strategies adequately, they teach mathematics better. In this study, it is aimed to reveal the relationship between prospective elementary school teachers’ awareness or using of motivational beliefs, cognitive and meta-cognitive strategies and resource managing strategies in relation to mathematics teaching and the prospective teachers’ academic achievement in “Mathematics Teaching” course.
关键词：Self-regulation strategies;prospective elementary school teachers;mathematics teaching;academic achievement;motivation