Moderating Effect of Perceived Self-Efficacy on University Students'self-Regulation in Mathematics Problem Solving
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| Title: | Moderating Effect of Perceived Self-Efficacy on University Students'self-Regulation in Mathematics Problem Solving |
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| Language: | English |
| Authors: | Josune Landa (ORCID |
| Source: | International Journal of Science and Mathematics Education. 2025 23(8):3815-3839. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Self Efficacy, College Students, Mathematics Skills, Problem Solving, Self Management, Mathematics Achievement, Foreign Countries |
| Geographic Terms: | Spain |
| DOI: | 10.1007/s10763-025-10597-0 |
| ISSN: | 1571-0068 1573-1774 |
| Abstract: | Self-regulation of learning is a complex and multidimensional construct and is recognised as a potential predictor of academic achievement in mathematics. The aim of this study is to create and interpret a structural equation model to test whether the perception of self-efficacy is particularly determinant in the level of self-regulation of primary school initial trainers in mathematical problem solving. For this purpose, a sample of 402 students from the first-year course of a Primary Education Undergraduate Degree at University of the Basque Country (UPV/EHU) was used. The results show that the seven identified factors are coherently related to key aspects of self-regulated learning in the context of mathematical problem solving. Similarly, it was confirmed that the perception of self-efficacy functions as a moderator in the level of self-regulation of students of a Primary Education Undergraduate Degree in mathematical problem-solving contexts. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1501407 |
| Database: | ERIC |
| Abstract: | Self-regulation of learning is a complex and multidimensional construct and is recognised as a potential predictor of academic achievement in mathematics. The aim of this study is to create and interpret a structural equation model to test whether the perception of self-efficacy is particularly determinant in the level of self-regulation of primary school initial trainers in mathematical problem solving. For this purpose, a sample of 402 students from the first-year course of a Primary Education Undergraduate Degree at University of the Basque Country (UPV/EHU) was used. The results show that the seven identified factors are coherently related to key aspects of self-regulated learning in the context of mathematical problem solving. Similarly, it was confirmed that the perception of self-efficacy functions as a moderator in the level of self-regulation of students of a Primary Education Undergraduate Degree in mathematical problem-solving contexts. |
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| ISSN: | 1571-0068 1573-1774 |
| DOI: | 10.1007/s10763-025-10597-0 |
