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dc.contributor.advisorLeonard, Jacqueline
dc.creatorKimber, Charles Tenison
dc.date.accessioned2020-10-26T19:19:50Z
dc.date.available2020-10-26T19:19:50Z
dc.date.issued2009
dc.identifier.other864884587
dc.identifier.urihttp://hdl.handle.net/20.500.12613/1627
dc.description.abstractThe purpose of this study was to examine the effect of training in self-regulated learning strategies on math anxiety and mathematics achievement among preservice teachers. The self-regulated learning strategies examined included personal time management, how to read your mathematics textbook for understanding, organizational skills, mathematics test taking and preparation, and the use of estimation in solving mathematics problems. Preservice elementary teachers with these improved learning skills may in turn become more successful teachers of mathematics. The effect of training in self-regulated learning as a treatment for math anxiety is not well established. However, self-regulated learning has been associated with improved mathematics and science problem solving (De Corte, Verschaffel, & Op't Eynde, 2000; Taylor & Corrigan, 2005; Zan, 2000). Increased use of self-regulated learning strategies has also been associated with a reduction in test anxiety (Hofer & Yu, 2003; Pintrich, 2000; Zeidner, 1998). Therefore, training in self-regulated learning strategies has the potential to reduce math anxiety among preservice elementary teachers. Elementary education majors in a course in mathematics concepts were given training in self-regulated learning strategies. A control group of similar students received the same classroom instruction by the same college professor. The professor did not participate in the training sessions that were led by this researcher. Both treatment and control groups were given pretests and posttests: the Abbreviated Mathematics Anxiety Scale - to measure math anxiety, the Motivated Strategies for Learning Questionnaire - to measure use of self-regulated learning strategies, and a Mathematics Achievement Test - to measure changes in content knowledge. The analyses used t-tests and correlations to compare the participants' pretest and posttest scores on the three scales. The use of self-regulated learning strategies was not shown to reduce math anxiety or improve achievement among the elementary education majors in this study. This result may have been due to various limitations, such as insufficient time for applying and following up on the training and an inability to fully embed the training into the course content. Future research should investigate if, given the proper conditions, self-regulated learning strategies will reduce math anxiety and improve the learning of mathematics concepts, leading to more effective mathematics teaching in the elementary classrooms.
dc.format.extent169 pages
dc.language.isoeng
dc.publisherTemple University. Libraries
dc.relation.ispartofTheses and Dissertations
dc.rightsIN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available.
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.subjectEducation, Mathematics
dc.subjectMath Anxiety
dc.subjectMathematics Achievement
dc.subjectSelf-regulated Learning
dc.titleThe effect of training in self-regulated learning on math anxiety and achievement among preservice elementary teachers in a freshman course in mathematics concepts
dc.typeText
dc.type.genreThesis/Dissertation
dc.contributor.committeememberCromley, Jennifer
dc.contributor.committeememberRyan, Steve
dc.contributor.committeememberKetelhut, Diane Jass
dc.contributor.committeememberSchmuckler, Joseph S., 1927-
dc.description.departmentCITE/Mathematics and Science Education
dc.relation.doihttp://dx.doi.org/10.34944/dspace/1609
dc.ada.noteFor Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu
dc.description.degreeEd.D.
refterms.dateFOA2020-10-26T19:19:50Z


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