{"id":{"repo_id":"ku","oai_identifier":"oai:kuscholarworks.ku.edu:1808/7081"},"canonical_url":"https://search.dev.ndltd.org/etd/ku/oai:kuscholarworks.ku.edu:1808/7081","repository":{"repo_id":"ku","name":"University of Kansas","base_url":"https://kuscholarworks.ku.edu/server/oai/request"},"display":{"title":"SELF-REGULATION AND MATH ATTITUDES: EFFECTS ON ACADEMIC PERFORMANCE IN DEVELOPMENTAL MATH COURSES","abstract":"The purpose of the study was to investigate the relationship among math attitudes, self-regulated learning, and course outcomes in developmental math. Math attitudes involved perceived usefulness of math and math anxiety. Self-regulated learning represented the ability of students to control cognitive, metacognitive, and behavioral aspects of learning. The sample consisted of 376 students who were enrolled in developmental math courses at a community college. Although participants perceived math as fairly relevant to their lives, they did not experience much math anxiety. Participants were somewhat likely to engage in self-regulated learning, but the rates were not particularly high. Of the five self-regulated learning scales (metacognitive self-regulation, effort regulation, environmental management, peer help, and study strategies), students were most likely to regulate their effort and structure their learning environment. Findings from independent samples t-tests, one-way analyses of variance, and correlation analyses highlighted differences in math attitudes, self-regulated learning, and math outcomes based on demographic variables. First generation and part-time college students and students with dependents perceived math as more useful than their counterparts. Continuing generation and part-time students experienced higher levels of math anxiety than first generation and full-time students. Students who were female, non-traditional aged, married or divorced/separated, and those who had dependents were more likely to engage in self-regulatory strategies than their peers. Multiple regression analyses were conducted to determine a) the influence of math attitudes on self-regulated learning and b) the influence of self-regulated learning on final course grades in developmental math. Results indicated that attitudes toward math significantly predicted self-regulated learning and that self-regulated learning significantly predicted final course grades. Students who used self-regulatory strategies earned higher grades in developmental math courses. The results have implications for educational policy and practice. Developmental education programs should include instruction on self-regulatory strategies and should consider supplementing cognitive assessment measures with non-cognitive factors in order to better predict readiness for college coursework and academic potential.","abstract_html":"The purpose of the study was to investigate the relationship among math attitudes, self-regulated learning, and course outcomes in developmental math. Math attitudes involved perceived usefulness of math and math anxiety. Self-regulated learning represented the ability of students to control cognitive, metacognitive, and behavioral aspects of learning. The sample consisted of 376 students who were enrolled in developmental math courses at a community college. Although participants perceived math as fairly relevant to their lives, they did not experience much math anxiety. Participants were somewhat likely to engage in self-regulated learning, but the rates were not particularly high. Of the five self-regulated learning scales (metacognitive self-regulation, effort regulation, environmental management, peer help, and study strategies), students were most likely to regulate their effort and structure their learning environment. Findings from independent samples t-tests, one-way analyses of variance, and correlation analyses highlighted differences in math attitudes, self-regulated learning, and math outcomes based on demographic variables. First generation and part-time college students and students with dependents perceived math as more useful than their counterparts. Continuing generation and part-time students experienced higher levels of math anxiety than first generation and full-time students. Students who were female, non-traditional aged, married or divorced/separated, and those who had dependents were more likely to engage in self-regulatory strategies than their peers. Multiple regression analyses were conducted to determine a) the influence of math attitudes on self-regulated learning and b) the influence of self-regulated learning on final course grades in developmental math. Results indicated that attitudes toward math significantly predicted self-regulated learning and that self-regulated learning significantly predicted final course grades. Students who used self-regulatory strategies earned higher grades in developmental math courses. The results have implications for educational policy and practice. Developmental education programs should include instruction on self-regulatory strategies and should consider supplementing cognitive assessment measures with non-cognitive factors in order to better predict readiness for college coursework and academic potential.","abstract_has_math":false,"creators":["Otts, Cindy Denise"],"institution":"University of Kansas","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Wolf-Wendel, Lisa"],"committee_chairs":[],"committee_members":[],"year":2010,"date_issued":"2010-12-12","date_published":"2010-12-12","updated_at":"2026-07-24T02:46:05Z","subjects":["Community college education","Academic success","Developmental education","Developmental math","Math attitudes","Self-regulation"],"languages":["en"],"rights":["This item is protected by copyright and unless otherwise specified the copyright of this thesis/dissertation is held by the author."],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["http://dissertations.umi.com/ku:11267"],"render_values":[{"text":"http://dissertations.umi.com/ku:11267","href":"http://dissertations.umi.com/ku:11267","code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/1808/7081","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Wolf-Wendel, Lisa"]},{"key":"dc:creator","label":"Author","values":["Otts, Cindy Denise"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2011-02-01T20:22:34Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2011-02-01T20:22:34Z"]},{"key":"dc:date.issued","label":"Date","values":["2010-12-12"]},{"key":"dc:publisher","label":"Institution","values":["University of Kansas"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Community college education","Academic success","Developmental education","Developmental math","Math attitudes","Self-regulation"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["This item is protected by copyright and unless otherwise specified the copyright of this thesis/dissertation is held by the author."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["http://dissertations.umi.com/ku:11267"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/1808/7081"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of the study was to investigate the relationship among math attitudes, self-regulated learning, and course outcomes in developmental math. Math attitudes involved perceived usefulness of math and math anxiety. Self-regulated learning represented the ability of students to control cognitive, metacognitive, and behavioral aspects of learning. The sample consisted of 376 students who were enrolled in developmental math courses at a community college. Although participants perceived math as fairly relevant to their lives, they did not experience much math anxiety. Participants were somewhat likely to engage in self-regulated learning, but the rates were not particularly high. Of the five self-regulated learning scales (metacognitive self-regulation, effort regulation, environmental management, peer help, and study strategies), students were most likely to regulate their effort and structure their learning environment. Findings from independent samples t-tests, one-way analyses of variance, and correlation analyses highlighted differences in math attitudes, self-regulated learning, and math outcomes based on demographic variables. First generation and part-time college students and students with dependents perceived math as more useful than their counterparts. Continuing generation and part-time students experienced higher levels of math anxiety than first generation and full-time students. Students who were female, non-traditional aged, married or divorced/separated, and those who had dependents were more likely to engage in self-regulatory strategies than their peers. Multiple regression analyses were conducted to determine a) the influence of math attitudes on self-regulated learning and b) the influence of self-regulated learning on final course grades in developmental math. Results indicated that attitudes toward math significantly predicted self-regulated learning and that self-regulated learning significantly predicted final course grades. Students who used self-regulatory strategies earned higher grades in developmental math courses. The results have implications for educational policy and practice. Developmental education programs should include instruction on self-regulatory strategies and should consider supplementing cognitive assessment measures with non-cognitive factors in order to better predict readiness for college coursework and academic potential."]},{"key":"dc:title","label":"Title","values":["SELF-REGULATION AND MATH ATTITUDES: EFFECTS ON ACADEMIC PERFORMANCE IN DEVELOPMENTAL MATH COURSES"]}]}],"canonical_facts":{"dc:contributor.advisor":["Wolf-Wendel, Lisa"],"dc:creator":["Otts, Cindy Denise"],"dc:date.accessioned":["2011-02-01T20:22:34Z"],"dc:date.available":["2011-02-01T20:22:34Z"],"dc:date.issued":["2010-12-12"],"dc:description.abstract":["The purpose of the study was to investigate the relationship among math attitudes, self-regulated learning, and course outcomes in developmental math. Math attitudes involved perceived usefulness of math and math anxiety. Self-regulated learning represented the ability of students to control cognitive, metacognitive, and behavioral aspects of learning. The sample consisted of 376 students who were enrolled in developmental math courses at a community college. Although participants perceived math as fairly relevant to their lives, they did not experience much math anxiety. Participants were somewhat likely to engage in self-regulated learning, but the rates were not particularly high. Of the five self-regulated learning scales (metacognitive self-regulation, effort regulation, environmental management, peer help, and study strategies), students were most likely to regulate their effort and structure their learning environment. Findings from independent samples t-tests, one-way analyses of variance, and correlation analyses highlighted differences in math attitudes, self-regulated learning, and math outcomes based on demographic variables. First generation and part-time college students and students with dependents perceived math as more useful than their counterparts. Continuing generation and part-time students experienced higher levels of math anxiety than first generation and full-time students. Students who were female, non-traditional aged, married or divorced/separated, and those who had dependents were more likely to engage in self-regulatory strategies than their peers. Multiple regression analyses were conducted to determine a) the influence of math attitudes on self-regulated learning and b) the influence of self-regulated learning on final course grades in developmental math. Results indicated that attitudes toward math significantly predicted self-regulated learning and that self-regulated learning significantly predicted final course grades. Students who used self-regulatory strategies earned higher grades in developmental math courses. The results have implications for educational policy and practice. Developmental education programs should include instruction on self-regulatory strategies and should consider supplementing cognitive assessment measures with non-cognitive factors in order to better predict readiness for college coursework and academic potential."],"dc:identifier.other":["http://dissertations.umi.com/ku:11267"],"dc:identifier.uri":["http://hdl.handle.net/1808/7081"],"dc:language.iso":["en"],"dc:publisher":["University of Kansas"],"dc:rights":["This item is protected by copyright and unless otherwise specified the copyright of this thesis/dissertation is held by the author."],"dc:subject":["Community college education","Academic success","Developmental education","Developmental math","Math attitudes","Self-regulation"],"dc:title":["SELF-REGULATION AND MATH ATTITUDES: EFFECTS ON ACADEMIC PERFORMANCE IN DEVELOPMENTAL MATH COURSES"],"dc:type":["Dissertation"]},"updated_at":"2026-07-24T02:46:05Z"}