Zvonar, Marija.
(2016).
The relationship between motivational beliefs, math anxiety, perfectionism and student engagement in math.
Diploma Thesis. Filozofski fakultet u Zagrebu, Department of Psychology.
[mentor Pavlin-Bernardić, Nina].
Abstract
The aim of this study was to examine whether motivational variables (self-efficacy and self-regulatory efficacy), math anxiety and perfectionism can predict students’ engagement in math. The participants were 254 second and third grade students from three different high schools. They completed a questionnaire containing a scale of students’ engagement in math, the self-efficacy scale, the self-regulatory efficacy scale, math anxiety scale and positive and negative perfectionism scale. Hierarchical regression analyses showed that self-regulatory efficacy was a significant positive predictor of behavioral engagement and math anxiety was a significant negative predictor of behavioral engagement. Self-regulatory efficacy and self-efficacy were identified as significant predictors of cognitive engagement. Math anxiety and self- regulatory efficacy were found to be significant negative predictors of positive emotional engagement. Positive and negative perfectionism were not identified as significant predictors of engagement in math. Studied variables have shown greatest contribution in explaining emotional engagement, and smallest contribution in predicting behavioral engagement.
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