The relationship between mathematic lesson achievement, self-regulated learning strategies, epistemological beliefs and academic self concept

The aim of this study is to examine the correlation between math achievement and self-regulating learning strategies, epistemological beliefs, academic self-concept of 9th grade student. In 2013-2014 academic year, the study was performed on 630 students of 9th grade that receive education in high schools chosen from the institution of secondary education in European side through random cluster sampling. In study of relationally scanning model, the sub-scales of "Self-regulation" and "The Cognitive Strategy Use", which were improved by Pintrich and De Groot (1990) to evaluate the learning strategies of self-regulating and, which were adapted to Turkish language by Üredi (2005) as "The Motivated Strategies for Learning Questionnaire", was used. The scale of epistemological beliefs of students were evaluated through "The Mathematics-Oriented Epistemological Beliefs Scale" developed by İlhan and Çetin (2013). To evaluate the academic self-concept of students, "Academics Self-concepts Scale", which was developed by Brookover (1964) and adapted to Turkish language by Senemoğlu (1989), was used. The math achievement of the students was evaluated by grade that they obtained from math achievement test. In the direction of the study purpose, the relation between regressive variables and regressing variables was examined by regression analysis techniques. The result of this study proved that there was statistically a meaningful correlation between the use of cognitive strategy and academics self-concept, the math achievement. In addition, it was shown that the math achievement was not present any statistical meaningful correlation with self-regulation and epistemological beliefs. In the result of this study, it was shown that the math achievement was significantly regressed (10%) by the variability of academics self-concept whereas it was not significantly regressed by variabilities of self-regulating learning strategies and epistemological beliefs. Key Words: Self-regulating Learning Strategy, Epistemological Beliefs, Academics Self-concept, The Math Achievement