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Vahidi S, Manzari Tavakoli A, Manzari Tavakoli H, Soltani Nezhad A. The role of executive functions and self-regulation learning levels in predicting math anxiety. MEJDS 2018; 8 :64-64
URL: http://jdisabilstud.org/article-1-1128-en.html
URL: http://jdisabilstud.org/article-1-1128-en.html
Solmaz Vahidi1 
, Alireza Manzari Tavakoli * 2, Hamdollah Manzari Tavakoli2 , Amanollah Soltani Nezhad2
, Alireza Manzari Tavakoli * 2, Hamdollah Manzari Tavakoli2 , Amanollah Soltani Nezhad2
1- Islamic Azad University, Kerman
2- Department of Educational Psychology, Islamic Azad University, Kerman
2- Department of Educational Psychology, Islamic Azad University, Kerman
Abstract: (3503 Views)
Background & Objective: There are many students in elementary, secondary and high school levels in learning math lessons, and these students have problems with cognitive functions in addition to educational difficulties. Math is a course where the proper function is always essential for students and their parents. The importance of this field and its learning issues has led to the development of major research, including research on the role of mathematical anxiety in learning mathematics. On the other hand, the useful functions are neuropsychological targets whose main task is to control and coordinate behavior and to target individuals in different fields such as goal programming, self-monitoring, inappropriate response inhibition, flexibility, and direction. Involve future behavior. In this regard, the purpose of this study was to determine the contribution of executive functions and self-regulation learning levels to the prediction of math anxiety.
Methods: The research design was correlation research based on the structural equation modelling method. The statistical population of the study included all elementary students with learning disabilities in Kerman city during 1397 academic year, 120 of them selected by random cluster sampling. The tools used included Wackler's similarity tests (2001), Zimmerman's general field of reference (1986), Blake and Parker's mathematical anxiety (1997), and a researcher-made math skills questionnaire. First, after obtaining the necessary permissions from the Department of Education in districts 1 and 2 of Kerman, students with math disorders were identified through the implementation of a mathematical-based researcher's test. After identifying 147 students with math disorders, 120 students in 4 schools (12 classes) of self-regulatory learning questionnaire distributed among them, and in the next stage, each student individually at the school lab in terms of three components of executive functions including organization Instruction-Planning, reasoning, and working memory tested.
Results: The results showed that the proposed model has acceptable fitness; the regression coefficients of the model indicate that the variables as well as the relationship between executive functions and self-regulation levels of learning with mathematical anxiety of students with the math learning disorder. Thus, there is a multiple relationship between the mentioned variables. There is a negative and significant relationship between executive functions and math anxiety among students (p<0.012). There is a negative and significant relationship between self-regulation and math anxiety among students (p=0.007). To evaluate the proposed model, Structural Equation Modeling (SEM) used. Before examining the structural coefficients, the pattern's fitness studied. The fitting of the primary pattern based on the fitness indices used in this study showed that the values of some of the first modelling indices indicate that the proposed model needs to be reformed and improved. The values of the general indexes of fitting after the changes showed that the model of measurement of this research is entirely in a satisfactory condition. Based on the results obtained from this model, we can say that predictive variables of mathematical anxiety among students with math learning disorder are significant in all levels.
Conclusion: According to the results of this research, It can be said that executive functions and self-regulatory levels play a decisive role in the mathematical anxiety of students with math disorders. Also, students with math learning disorder can be strengthened through advanced training courses for students with math disorders. Given that self-regulating mathematics, anxiety has a student's mathematical disorder; students are encouraged to learn more about what they are learning when they are studying rather than just reading the lesson. Learn lessons and do the necessary things and tasks.
Methods: The research design was correlation research based on the structural equation modelling method. The statistical population of the study included all elementary students with learning disabilities in Kerman city during 1397 academic year, 120 of them selected by random cluster sampling. The tools used included Wackler's similarity tests (2001), Zimmerman's general field of reference (1986), Blake and Parker's mathematical anxiety (1997), and a researcher-made math skills questionnaire. First, after obtaining the necessary permissions from the Department of Education in districts 1 and 2 of Kerman, students with math disorders were identified through the implementation of a mathematical-based researcher's test. After identifying 147 students with math disorders, 120 students in 4 schools (12 classes) of self-regulatory learning questionnaire distributed among them, and in the next stage, each student individually at the school lab in terms of three components of executive functions including organization Instruction-Planning, reasoning, and working memory tested.
Results: The results showed that the proposed model has acceptable fitness; the regression coefficients of the model indicate that the variables as well as the relationship between executive functions and self-regulation levels of learning with mathematical anxiety of students with the math learning disorder. Thus, there is a multiple relationship between the mentioned variables. There is a negative and significant relationship between executive functions and math anxiety among students (p<0.012). There is a negative and significant relationship between self-regulation and math anxiety among students (p=0.007). To evaluate the proposed model, Structural Equation Modeling (SEM) used. Before examining the structural coefficients, the pattern's fitness studied. The fitting of the primary pattern based on the fitness indices used in this study showed that the values of some of the first modelling indices indicate that the proposed model needs to be reformed and improved. The values of the general indexes of fitting after the changes showed that the model of measurement of this research is entirely in a satisfactory condition. Based on the results obtained from this model, we can say that predictive variables of mathematical anxiety among students with math learning disorder are significant in all levels.
Conclusion: According to the results of this research, It can be said that executive functions and self-regulatory levels play a decisive role in the mathematical anxiety of students with math disorders. Also, students with math learning disorder can be strengthened through advanced training courses for students with math disorders. Given that self-regulating mathematics, anxiety has a student's mathematical disorder; students are encouraged to learn more about what they are learning when they are studying rather than just reading the lesson. Learn lessons and do the necessary things and tasks.
Type of Study: Original Research Article |
Subject:
Psychology
References
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