چکیده:
The aim of the present research was to study the relationship between gifted students' motivational beliefs about mathematics and their motivational self-regulation strategies. To this end, 344 high school freshmen (172 girls and 162 boys) who were identified as gifted based on scores obtained from the standardized 'Otis Intelligence Test' participated as subjects in this study. In addition to the aforementioned test, the 'Motivational Beliefs Scale about Mathematics Learning' and the 'Motivational Self-Regulation Strategies Scale' were also employed, and the resulting evidence indicated the validity and reliability of these scales' scores. Factor analysis showed that the motivational beliefs scale about mathematics consisted of seven factors: self-efficacy, task value, test anxiety, learning inhibition beliefs, mastery goal orientation, performance-approach goal orientation, and performance-avoidance goal orientation. Cronbach's alpha coefficients for the aforementioned components varied from 0.53 to 0.83. These coefficients for the five motivational self-regulation subscales, including interest enhancement, mastery self-talk, performance self-talk, self-rewarding, and environmental inhibition, fluctuated between 0.73 and 0.88. Regression analyses showed that among gifted students, each of the motivational self-regulation strategies is predicted by dimensions of motivational beliefs about mathematics learning, and the pattern of these relationships does not follow the same status in all cases. The results indicated that mastery goal orientation plays a decisive role in gifted students' use of motivational self-regulation strategies for learning mathematics, whereas performance-avoidance goal orientation does not predict any of the motivational self-regulation strategies. These findings were discussed in light of the results of previous studies, and its applications in teaching mathematics to gifted students were mentioned.
خلاصه ماشینی:
Factor analysis showed that the motivational beliefs scale about mathematics consisted of seven factors: self-efficacy, task value, test anxiety, learning inhibition beliefs, mastery goal orientation, performance-approach goal orientation, and performance-avoidance goal orientation.
McCach and Siegel (2003) have reported that success&%04116YSRG041G% academic, even among learners who possess outstanding cognitive abilities or general intelligence, in addition to coherent knowledge structures and information processing processes, requires possessing an adaptive motivational pattern consisting of a sense of competence and adequacy, a positive attitude toward learning, belief in task value, adaptive goal orientations, and anxiety coping skills.
As previously mentioned, research findings have shown that motivational beliefs are related to self-regulated learning in performing academic tasks, and learners with strong self-efficacy, internal inhibition beliefs, low exam anxiety, and adaptive goal orientation, employ self-regulated learning strategies more frequently and demonstrate greater effort when facing academic tasks (Walters et al.
" Factor analysis showed that this scale consists of seven factors including self-efficacy, task value, anxiety&%04117YSRG041G% test anxiety, learning inhibition beliefs, mastery goal orientation, performance-approach goal orientation, and performance-avoidance goal orientation.
Table 1 shows that a direct relationship exists between "self-efficacy", "task value", "learning inhibition" beliefs, "mastery goal" orientation, and "performance-approach goal" orientation with "motivational self-regulation" strategies, and the correlation coefficients between these variables range from 0.
Investigation and comparison of motivational beliefs and self-regulation strategies for learning among female and male middle school students in gifted centers of Shiraz, Journal of Social and Human Sciences of Shiraz University, Volume 15, Number 1, pp.
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