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Self-regulatory teaching in mathematics: relations to teachers' motivation, affect and professional commitment

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Abstract

The purpose of this study was to examine the relationships between teachers' reports on self-regulatory strategy use in mathematics instruction and individual motivational and affective factors. Two hundred and ninety-two Greek primary school teachers responded to two questionnaires assessing (a) the strategies they use themselves to plan, monitor and evaluate mathematics instruction and (b) the strategies they use to activate and enhance students' self-regulated learning in mathematics. Path analysis showed that teachers' self-regulation strategies both for their own teaching and for enhancing students' self-regulation in mathematics were predicted by their self-efficacy beliefs in teaching mathematics, the value they attribute to mathematics and their emotional commitment to their profession. Teachers' enjoyment of mathematics teaching did not directly predict their reported use of self-regulatory instructional strategies. The implications of the study are related to the development of teachers' training programmes in self-regulated instruction.

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Authors and Affiliations

  1. Department of Special Education, University of Thessaly, Argonafton & Filellinon, 382 21, Volos, Greece

    Mariza Chatzistamatiou & Irini Dermitzaki

  2. Department of Biochemistry and Biotechnology, University of Thessaly, Volos, Greece

    Vasilios Bagiatis

Authors
  1. Mariza Chatzistamatiou
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  2. Irini Dermitzaki
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  3. Vasilios Bagiatis
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Corresponding authors

Correspondence to Mariza Chatzistamatiou or Irini Dermitzaki.

Additional information

Mariza Chatzistamatiou. Department of Special Education, University of Thessaly, Argonafton & Filellinon, 382 21, Volos, Greece. Tel. +302421050888; E-mail: xatzisma@uth.gr

Current themes of research:

Metacognition and self-regulation. Academic self-efficacy. Enjoyment of teaching and learning. Professional commitment.

Most relevant publications in the field of Psychology of Education:

Chatzistamatiou, M. & Dermitzaki, I. (2009, November). Elementary students’ and teachers’ reports of strategic behavior in mathematics: How close are they? Proceedings of the International Conference of Education, Research and Innovation (ICERI 2009). Madrid, Spain.

Chatzistamatiou, M. & Dermitzaki, I. (2009, January). Elementary students’ self-efficacy, reported use of self-regulatory strategies, and enjoyment of mathematics learning. Proceedings of the 5th International Biennial SELF Research Conference. Al Ain, United Arab Emirates.

Chatzistamatiou, M., Dermitzaki, I., Efklides, A., & Leondari, A. (2013). Motivational and affective determinants of self-regulatory strategy use in elementary school mathematics. Educational Psychology. doi:10.1080/01443410.2013.822960

Irini Dermitzaki. Department of Special Education, University of Thessaly, Argonafton & Filellinon, 382 21, Volos, Greece. Tel. +302421074760; E-mail: idermitzaki@uth.gr

Current themes of research:

Investigating the metacognitive processes and self-regulation in the school context, academic self-concept, achievement goals, and the effects of the interplay of cognitive, metacognitive, and motivational factors on student learning and achievement.

Most relevant publications in the field of Psychology of Education:

Chatzistamatiou, M., Dermitzaki, I., Efklides, A., & Leondari, A. (2013). Motivational and affective determinants of self-regulatory strategy use in elementary school mathematics. Educational Psychology. doi:10.1080/01443410.2013.822960

Dermitzaki, I. (2011). Self-concept. In P. C. Hogan (Ed.), The Cambridge Encyclopedia of the Language Sciences. Connecticut: University of Connecticut, Cambridge University Press.

Dermitzaki, I., Leondari, A., & Goudas, M. (2009). Relations between young students’ strategic behaviours, domain-specific self-concept, and performance in a problem-solving situation. Learning and Instruction, 19, 144–157.

Dermitzaki, I., Stathopoulou, C., & Chaviaris, P. (2012). Teachers’ reflection on self-regulated learning in mathematics classroom: A case study. International Journal for Mathematics in Education, 4, 310–316.

Vasilios Bagiatis. Department of Biochemistry and Biotechnology, University of Thessaly, Greece

Current themes of research:

Fields of specialization focuses in statistical researches including Data Analysis or any other statistical methods. Major research interests concentrate mainly on medical data.

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Chatzistamatiou, M., Dermitzaki, I. & Bagiatis, V. Self-regulatory teaching in mathematics: relations to teachers' motivation, affect and professional commitment. Eur J Psychol Educ 29, 295–310 (2014). https://doi.org/10.1007/s10212-013-0199-9

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