Analysis of Attitudes, Self-Regulatory Learning Strategies and Motivational Beliefs of Elementary Students in Mathematics

The aim of this study was to analyze the attitudes, self-regulatory learning strategies and motivational beliefs of sixth grade elementary students in mathematics in Port Lengeh. The statistical population of the study is all male and female sixth grade students in the academic year 1400-99, a total of 800 (475 boys and 325 girls). Using Cochran\'s formula, the sample size of 250 people was determined. Multi-stage cluster sampling method was used to select the required sample. The research tool consisted of two researcher-made questionnaires, one for self-regulated learning strategies, motivational beliefs and the other for mathematical attitudes. Pearson correlation was used for statistical analysis of research data at the descriptive level and multivariate regression tests and t-test of two independent samples were used at the inferential level. The results showed that there is a positive and significant relationship between students \'attitudes about mathematical learning and self-regulated learning strategy and students\' motivational beliefs (P <0.01). Also, students\' responses in the field of attitudes toward mathematical, cognitive, metacognitive learning, goal orientation, and anxiety do not differ significantly with respect to gender, but there is a difference between self-efficacy responses and internal evaluation.