Relation among 8th grade students' self-regulatory learning strategies, their attitude towards algebra and the success in algebra

Objective: This study was conducted to examine the effect of 8th grade middle school students' self-regulatory learning strategies and attitudes towards algebra on their algebra achievement. Material and Methods: The study was designed in a predictive correlational research design from relational survey models. The population of the study consisted of 8th grade students in Nazilli district of Aydın studying in 2020-2021, White the research sample was 572 8th grade students in Nazilli district. The data were collected with the Self-Regulatory Learning Strategies Scale, Mathematics, Algebra Attitude Scale and Algebra Achievement Test. Descriptive analysis, Pearson correlation analysis, multiple regression analysis, hierarchial regression analysis,data mining based classification and decision tree method were employed to interpret the data. SPSS 25.0 program was used to analyze the data. Findings: A significant relationship was found between 8th grade students' self-regulated learning strategies, algebra attitudes and algebra success. Algebra achievement was significantly predicted in order of importance by metacognitive self- regulation, organization of time and study environment, organization, repetition, elaboration and peer learning strategies; and algebra attitude sub-dimensions were significantly predicted in the order of importance by behavioral dimension, interest dimension, anxiety dimension, and affective dimension. %66 of the variability in algebra achievement is explained by the sub-dimensions of self-regulation strategies and algebra attitude was found to be more effective on algebra achievement than self-regulation strategies. Conclusion: It was concluded that 8th grade students' self-regulatory learning strategies and attitudes towards algebra learning domain were effective on their algebra achievement.