The relationship between self-regulation strategies and prospective elementary school teachers’ academic achievement in mathematics teaching course

摘要

Self-regulation strategies including motivational beliefs, cognitive and meta-cognitive and resource managing strategies are very important for prospective elementary school teachers in terms of their mathematics teaching efficacy. Accordingly, we assume that if teachers having these strategies adequately, they teach mathematics better. In this study, it is aimed to reveal the relationship between prospective elementary school teachers’ awareness or using of motivational beliefs, cognitive and meta-cognitive strategies and resource managing strategies in relation to mathematics teaching and the prospective teachers’ academic achievement in “Mathematics Teaching” course.