The relationship between self-regulated learning strategies, learning styles, mathematics anxiety and achievement of secondary school students

Determining how the factors affecting students' learning processes interact with each other is of critical importance in understanding their mathematics achievement. This study aimed to examine the relationship between students' self-regulated learning strategies, learning styles, mathematics anxiety and mathematics achievement and to reveal the predictive power of these variables on mathematics achievement. In addition, the students' level of use of self-regulated learning strategies, learning style preferences and mathematics anxiety levels were determined. The study, which has a relational screening design, was conducted on 1185 students studying in the fifth, sixth, seventh and eighth grades of secondary schools in the city center of Siirt and selected by simple random sampling method. Personal information form, "Self-Regulated Learning Strategies Scale" and "Grasha-Reichmann Learning Styles Scale" were used as data collection tools. In addition, students' end-of-term averages of mathematics courses were taken as a measure of mathematics achievement. Descriptive statistics, independent sample t-test, one-way analysis of variance, Pearson Product Moment Correlation coefficient and multiple regression analysis were used in the analysis of the data. As a result of the research, it was determined that students used the help-seeking strategy the most in the context of mathematics, preferred cooperative and competitive learning styles at a high level, and had almost no level of mathematics anxiety. A statistically significant difference was found between students' self-regulated learning strategies, learning styles, and mathematics anxiety according to gender, whether they went to kindergarten or not, and grade level. Significant relationships were found between self-regulated learning strategies, learning styles, mathematics anxiety, and mathematics achievement. In addition, self-regulated learning strategies, learning styles, and mathematics anxiety are significant predictors of mathematics achievement. In line with the research findings, it is recommended that self-regulated learning strategies be supported in the classroom and learning styles based on individual differences be disseminated in order to improve mathematics learning success.