Moderating Effect of Perceived Self‑Efficacy on University Students’Self‑Regulation in Mathematics Problem Solving
Self-regulation of learning is a complex and multidimensional construct and is recognised as a potential predictor of academic achievement in mathematics. The aim of this study is to create and interpret a structural equation model to test whether the perception of self-efficacy is particularly dete...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2025 |
| País: | España |
| Institución: | Universidad del País Vasco |
| Repositorio: | Addi. Archivo Digital para la Docencia y la Investigación |
| OAI Identifier: | oai:addi.ehu.eus:10810/75565 |
| Acceso en línea: | http://hdl.handle.net/10810/75565 |
| Access Level: | acceso abierto |
| Palabra clave: | self-regulation mathematical problems self-efficacy moderation university |
| Sumario: | Self-regulation of learning is a complex and multidimensional construct and is recognised as a potential predictor of academic achievement in mathematics. The aim of this study is to create and interpret a structural equation model to test whether the perception of self-efficacy is particularly determinant in the level of self-regulation of primary school initial trainers in mathematical problem solving. For this purpose, a sample of 402 students from the first-year course of a Primary Education Undergraduate Degree at University of the Basque Country (UPV/EHU) was used. The results show that the seven identified factors are coherently related to key aspects of self-regulated learning in the context of mathematical problem solving. Similarly, it was confirmed that the perception of self-efficacy functions as a moderator in the level of self-regulation of students of a Primary Education Undergraduate Degree in mathematical problem-solving contexts. |
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