ArticleFrontiers in psychology2020
Self-Regulation and Mathematics Performance in German and Iranian Students of More and Less Math-Related Fields of Study.
Article in Frontiers in psychology, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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1 citing paper in PubMed, 8 citations in OpenAlex.
- Toward self-regulated learning: effects of different types of data-driven feedback on pupils' mathematics word problem-solving performance.Frontiers in psychology · 2024Article
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Authors and funding
4 authors at 2 institutions in 1 country.
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Abstract
Self-regulation is a multidimensional construct that is positively related to academic achievement, such as successful mathematics performance. However, this relation of self-regulation and mathematics performance has mainly been investigated in Western countries with similar cultural contexts, although self-regulation is assumed to be context-sensitive. Therefore, the present study investigated the relation of self-regulation and mathematics performance across two different countries (Germany vs. Iran) in college students. The relation of self-regulation and mathematics performance was expected to be weaker in students of math-related fields, such as Engineering/Informatics, as they are assumed to need less self-regulation to solve the mathematics problems than students of less math-related fields, such as Human Sciences. In total, 122 undergraduate students (German = 60; Iranian = 62) of Human Sciences or Engineering/Informatics participated in this study. We measured self-regulation with the Brief Self-Control Scale (Tangney et al., 2004) and mathematics performance with a complex multiplication test. Results showed that self-regulation did not predict multiplication performance in German or Iranian students, in general. However, when the field of study was considered, self-regulation predicted multiplication performance in the subgroup of German and Iranian students studying Human Sciences within each country. We conclude that cultural context does not seem to play a dominant role in moderating the relation between self-regulation and math performance, however, field of study and more generally familiarity with math may be an important factor to consider in single or cross-cultural studies.
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