the moderating role of mathematical self-concept in the relationship between mathematics verbal problems solving and motivational and self-regulation cognitive

Document Type : Original Article

Authors

1 PhD Candidate in Educational Psychology, Department of Educational Psychology, Faculty of Education and Psychology, Alzahra University, Tehran, Iran

2 Assistant Professor, Department of Educational Psychology, Faculty of Education and Psychology, Alzahra University, Tehran, Iran

10.22034/cipj.2025.66071.1234

Abstract

mathematics verbal problems solving is one of the most important subjects in formal education, because by solving mathematical problems, we gain the ability to solve a range of practical tasks and real life problems. The purpose of the present study is to investigate the relationship between mathematics verbal problems solving of students and cognitive and motivational self-regulation with the moderating role of mathematical self-concept at the end of the first year of high school. 195 9th grade female students from the public high schools of Takestan city randomly responded to Mohsenpour et al.'s math problem solving test (2014), Sedegpour et al.'s math self-concept questionnaire (2016) and Pintrich and DeGroot's self-regulation questionnaire (1990). Data analysis was done using Spss and Smart-PLS software with single sample t-tests and structural equation model with partial least squares approach. The results showed that there is a direct relationship between the dimensions of self-regulation and mathematics verbal problems solving. Also, there is a significant relationship between mathematical problem solving and mathematical self-concept, and finally, the findings indicate that mathematical self-concept has a moderating role in the relationship between mathematics problem solving and self-regulation

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History

  • Receive Date: 24 February 2025
  • Revise Date: 17 March 2025
  • Accept Date: 06 April 2025

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