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The Influences of Mathematics Motivated Beliefs, Test Anxiety and Cognitive Learning Strategies in Mathematics Achievement of Mongolian High School Graduating Students

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The relations among students' motivational beliefs, cognitive strategies using, test anxiety and mathematics achievement of high school newly graduated students in general examination were investigated. A 43-item questionnaire was administered to 303 high school graduating students in Mongolia. The questionnaires was developed and based on Motivational Strategies for Learning Questionnaire (MSLQ). Results indicated that, students' mathematics achievement related closely to cognitive strategy using. Cognitive strategy using is affected by students’ motivational beliefs. In addition, positive motivational beliefs can promote various cognitive learning strategies. Indirect effect of motivational beliefs for mathematics achievement was found high, and significant. Direct effects of motivational beliefs and test anxiety on mathematics achievement are strongly negative and significant. In other words, motivation is positively associated with effective using cognitive learning strategies, which affects their mathe- matics achievement in general examination.

Abstract

The relations among students' motivational beliefs, cognitive strategies using, test anxiety and mathematics achievement of high school newly graduated students in general examination were investigated. A 43-item questionnaire was administered to 303 high school graduating students in Mongolia. The questionnaires was developed and based on Motivational Strategies for Learning Questionnaire (MSLQ). Results indicated that, students' mathematics achievement related closely to cognitive strategy using. Cognitive strategy using is affected by students’ motivational beliefs. In addition, positive motivational beliefs can promote various cognitive learning strategies. Indirect effect of motivational beliefs for mathematics achievement was found high, and significant. Direct effects of motivational beliefs and test anxiety on mathematics achievement are strongly negative and significant. In other words, motivation is positively associated with effective using cognitive learning strategies, which affects their mathe- matics achievement in general examination.

참고문헌 (41)

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