Investigation of the relationship between achievement emotions, motivations and self-regulation strategies about mathematics of the secondary school students

The aim of the research is to examine the relationship between secondary school students' achievement emotions, motivations and self-regulation strategies regarding mathematics, to determine the differences, if any, through various variables, and to determine the effect of positive emotions and intrinsic motivation on metacognitive self-regulation. The sample of the research consists of 1713 students studying in 16 different public secondary schools in a city in the Mediterranean Region. As a data collection tool, in order to determine the students' achievement emotions in mathematics, "Achievement Emotion Questionnaire" was used, the scale was developed by Peixoto and others (2015) and adapted by giving the short form of the scale, by Alpaslan and Ulubey (2019). On the other hand, in order to determine the students' motivation and self-regulation strategies related to mathematics, the "Mathematics Motivation Questionnaire" and the "Self-Regulatory Learning Strategies Questionnaire" were used, the scale were developed by Pintrich and others (1991) and finalized by Aktan (2012). In the analysis of the data, descriptive statistics of the scale scores were used to determine the level of sense of achievement, motivation and self-regulation strategies. The t- Test was used to determine the gender differences of the variables in the study, the ANOVA test to determine the differences in terms of grade level, education regions, parental education status and parental occupational groups, and Pearson Correlation Analysis to examine the relationship between the variables. In addition, Regression Analysis was performed to estimate the effect of students' positive emotions and intrinsic motivation related to mathematics on metacognitive self-regulation. At the end of the study, a positive and significant relationship was found between positive emotions such as enjoyment, pride, motivation and self-regulatory learning strategies. Negative emotions such as boredom, hopelessness, anger were found to be negatively correlated with self-regulatory learning strategies. It was found that the scores of positive emotions, motivation and self-regulatory learning strategies of female students were statistically significantly higher compared to male students. It was concluded that as the grade level progressed, negative emotions related to mathematics increased, motivation and the use of self-regulating learning strategies decreased. In general, as the education level of the parents increased, it was observed that the students' sense of enjoyment and pride, extrinsic goal-oriented motivation and self-efficacy increased. It was concluded that the extrinsic goal-oriented motivation and self-efficacy of the children of the families working in the professional occupation group were higher. It was seen that the sense of enjoyment and pride and intrinsic motivation together significantly predicted metacognitive self-regulation. It was seen that the sense of enjoyment and pride and intrinsic motivation together significantly predicted metacognitive self-regulation. Also, it was concluded that 27.4 percent of metacognitive self-regulation was explained by enjoyment, a sense of pride and intrinsic motivation. Keywords: Achievement Emotions, Mathematics Motivation, Self-Regulation Strategies