Investigating the Role of Educational Background, Learning Strategies and Self-regulation in Mathematic Learning Achievement

This study aimed to survey the relationship between cognitive entry behavior, learning strategies and self-regulation and mathematics course academic achievement. This research has been done by correlation methods of research. Statistical society in this study includes all the female students of Borazjan High school Grade One in Bushehr province, those who have studied in 89-90 educational year. The sample has been chosen by getting use of random clustering method. The number of this selected sample is 104. The Tools that have been used in this research are as follows; High school Grade One mathematics test, the reliability coefficient of which was computed by Cronbach Alpha equation and was equal to %952. Cognitive entry behaviors relation, learning strategies, self-regulation and mathematics academic achievement have been computed by multi-varieties regression analysis and correlation way. The results showed that there is a meaningful relationship between cognitive entry behaviors factor and mathematics achievement. Moreover, there is a meaningful relationship between learning methods and mathematics achievement. There is a meaning full relationship between self-regulation and mathematics achievement. As a result there is a relationship between learning strategies and cognitive entry behaviors self-regulation with mathematics achievement.