Relationship between Self-Regulation Learning Strategies and Mathematical Self-Concept with Motivation of Mathematical Achievementso

This study aimed to investigate the relationship between self-regulation learning strategies and mathematical self-concept on motivation of mathematical achievements. Statistical population concluded girls at 3rd grade of Tehran secondary school during 2012-2013. Sample comprised of 420 individuals that were selected by random multistage cluster sampling. The Self-Regulation Questionnaire, Mathematical Self-Concept Questionnaire and the Motivation of Mathematical Achievements Questionnaire are performed. Data analyzed by using correlation coefficient and stepwise regression analysis. Results showed that the strongest predictable motivation of approach achievements was self-concept which explained 52% of variance of motivation of approach achievements. While self-regulation comprised only 6% of motivation of approach achievements. In addition this study showed that mathematical self-concept explained 76% of avoidance motivation alone. Among self-concept determinants, pleasure determinant shows 62% of motivation of approach achievements and 70% of mathematical avoidance motivation which had negative significant relationship with avoidance.