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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
Language: English
Authors: Josune Landa (ORCID 0009-0009-9683-2023), Ainhoa Berciano (ORCID 0000-0001-7399-4745), José María Marbán (ORCID 0000-0002-6561-6784)
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
FullText Text:
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  Data: <searchLink fieldCode="AR" term="%22Josune+Landa%22">Josune Landa</searchLink> (ORCID <externalLink term="http://orcid.org/0009-0009-9683-2023">0009-0009-9683-2023</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ainhoa+Berciano%22">Ainhoa Berciano</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-7399-4745">0000-0001-7399-4745</externalLink>)<br /><searchLink fieldCode="AR" term="%22José+María+Marbán%22">José María Marbán</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-6561-6784">0000-0002-6561-6784</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Science+and+Mathematics+Education%22"><i>International Journal of Science and Mathematics Education</i></searchLink>. 2025 23(8):3815-3839.
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  Data: 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/
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  Data: <searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Skills%22">Mathematics Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+Solving%22">Problem Solving</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Management%22">Self Management</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Achievement%22">Mathematics Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Spain%22">Spain</searchLink>
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  Data: 10.1007/s10763-025-10597-0
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  Data: 1571-0068<br />1573-1774
– Name: Abstract
  Label: Abstract
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  Data: 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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  Data: 2026
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        Value: 10.1007/s10763-025-10597-0
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        StartPage: 3815
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      – SubjectFull: Self Efficacy
        Type: general
      – SubjectFull: College Students
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      – SubjectFull: Mathematics Skills
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      – SubjectFull: Problem Solving
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      – SubjectFull: Self Management
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      – SubjectFull: Mathematics Achievement
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Spain
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      – TitleFull: Moderating Effect of Perceived Self-Efficacy on University Students'self-Regulation in Mathematics Problem Solving
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              Y: 2025
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