structural modeling for influence of mathematics self-concept, motivation to learn mathematics and self-regulation learning on mathematics academic achievement

The present study was carried out to investigate the influence of mathematics self-concept (MSC), motivation to learn mathematics (SMOT) and self-regulation learning (SRL) on students' mathematics academic achievement. This study is of a descriptive survey type. 300 female students at the first grade of high school (the second period) in City Qods, were selected by multiple step cluster sampling method and completed MSC, SMOT and SRL questionnaires. Mathematics academic achievement was measured by mathematics scores in the first semester of 1393-94 education year. Results obtained by data analysis indicated that the primary conceptual model of the research was an appropriate model and possesses good fitness. Therefore, influence of mathematics self-concept, motivation to learn mathematics and self-regulation learning on mathematics academic achievement was confirmed. On the other hand, it was revealed that mathematics self-concept had influence on motivation to learn mathematics, and motivation to learn mathematics had effect on self-regulation learning. Compared to motivation to learn mathematics and self-regulation learning, mathematics self-concept was a stronger predictor for mathematics academic achievement. Detailed analysis of variables' direct effects showed that mathematics self-concept had considerable direct influence on motivation to learn mathematics.