Self-regulated learning has been shown to have a positive and long-lasting impact on students’ academic development, employability and career progression. Emotions, motivation and metacognition play an important role in students’ ability to monitor and regulate their learning, particularly when studying and engaging with Science, Technology, Engineering and Mathematics content. In this study, we investigated motivational, emotional and cognitive factors involved in self-regulated learning and their role in mathematics learning. Specifically, we analysed the impact of mathematics anxiety and self-regulated learning on mathematical literacy using the Australian subset of Programme for International Student Assessment 2012. Mathematics anxiety is a barrier to mathematical learning and is thought to hinder students’ engagement and the efficiency of their metacognitive processes. Using structural equation modelling, we showed that instrumental motivation and self-concept affect mathematics anxiety, which in turn negatively impacts mathematical literacy by affecting perseverance and self-efficacy. We consider the practical implications of our results and discuss how interventions to reduce students’ mathematics anxiety will allow for the development and/or improvement of self-regulated learning skills in mathematics.

中文翻译：

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数学焦虑对自主学习和数学素养的影响

自我调节学习已被证明对学生的学业发展、就业能力和职业发展具有积极而持久的影响。情绪、动机和元认知对学生监控和调节学习的能力起着重要作用，尤其是在学习和参与科学、技术、工程和数学内容时。在这项研究中，我们调查了自我调节学习中涉及的动机、情感和认知因素及其在数学学习中的作用。具体而言，我们使用 2012 年国际学生评估计划的澳大利亚子集分析了数学焦虑和自我调节学习对数学素养的影响。数学焦虑是数学学习的障碍，被认为会阻碍学生的参与和元认知过程的效率。使用结构方程模型，我们表明工具性动机和自我概念会影响数学焦虑，进而通过影响毅力和自我效能感对数学素养产生负面影响。我们考虑了我们的结果的实际意义，并讨论了减少学生数学焦虑的干预措施将如何促进和/或提高数学中的自我调节学习技能。