The Role of Teachers’ Autonomy-Supportive Behaviors in Situational Interest, Self-Regulated Learning Strategies, and Mathematics Academic Achievement

• In Event: Poster Session 7
  In Poster Session: Mathematics Curriculum and Instructional Practice

Abstract

Abstract


Thestudy tested a model that specified autonomy supportive behaviors can support generation of situational interest and adoption of self-regulated learning strategies and improve mathematics academic achievement. The participants were students in the Philippines.The Learning Climate Questionnaire (LCQ), the Situational Interest Survey (SIS), the Academic Self-Regulation Scale (A-SRL-S), and the mathematics test were administered. Structural Equations Modeling (SEM) was used. Results showed that when teachers’ autonomy supportive behaviors are increased, the students’ situational interest and self-regulated learning strategies also increased. This resulted to the students’ attainment of higher achievement in mathematics. The model attained an adequate fit (χ2 = 382.19, df=164, RMSEA= 0.041, NFI=0.949, RFI =0.941, TLI =0.965, and CFI=0.97).

Authors

• Carmen Jamilla Riva, Romblon State University

• Carlo Magno, De La Salle University