Mathematical Beliefs, Self-Regulation, and Achievement by University Students in Remedial Mathematics Courses

Abstract

In this study, the relationships among mathematical beliefs, sources of self-regulation, and achievement for university students enrolled in remedial mathematics were studied. Ninety-four students completed 2 surveys to measure mathematical beliefs and active, dynamic, and multiplesource self-regulation. Students who reported a more sophisticated belief about doing, validating, and learning mathematics were more likely to report greater frequency of all three types of selfregulation. The belief about the usefulness of mathematics and multiple-source self-regulation were reliable predictors of mathematics achievement. Multiple-source self-regulation also was a reliable predictor of academic achievement. Therefore, mathematics educators should acknowledge the relationship between achievement, either in mathematics or in academics in general, and both sophisticated mathematical beliefs and multiple-source (or wholetheme) self-regulation.