Students’ Motivational Beliefs, Values and Goals as Related to Academic Hardiness: Implications to Mathematics Teaching and Learning


Edgardo M. Santos, Vol. 2, No. 1, pp. 1-7, Mar. 2018
10.22662/IJEMR.2018.2.1.001, Full Text:
Keywords: Academic hardiness, Mathematics teaching and learning, Motivational beliefs, Values and goals.

Abstract

Background/Objectives: The study examined the relationship between the Academic Hardiness and Motivational Beliefs, Goals and Values of tertiary students towards mathematics learning. The respondents of the study consist of about 167 BS Mathematics third year students of the Bulacan State University during Academic Year 2016-2017. The descriptive – correlational method of research was employed in the study. To gather the necessary data, the researcher adopted two instruments - the Academic Hardiness Scale developed by Benishek and Lopez (2001) and the Learning Motivation Questionnaire, a section from the Motivated Strategies for Learning Questionnaire (MSLQ) developed by Duncan and McKeachie (2005). Methods/Statistical analysis: Pearson correlation analysis and Test of significance were used to interpret the results. The study showed that among the three related attitudes of Academic Hardiness (Commitment, Control and Challenge), the students posted the highest mean in the Commitment domain. Seemingly, the difficulty posed by mathematics has not negated students’ interest and involvement in doing their mathematical tasks. Findings: Regarding the status of the students’ Motivational Beliefs, Goals and Values toward mathematics learning, results yielded a high overall mean rating reflective of the high ratings received in almost all the motivational constructs: Intrinsic Goal Orientation, Extrinsic Goal Orientation, Task Value, Controls of Learning Beliefs, Self-Efficacy for Learning and Performance except Test anxiety. The highest perceived mean is on Task Value which demonstrates the respondents expressed interest in mathematics and their acknowledge importance of the subject in their preparation to life-long learning. Improvements/Applications: For Test Anxiety, perceived mean rating is average. This result simply reiterates the psychological distress experienced by students when taking examinations in mathematics. Lastly, analysis also showed that students’ Academic Hardiness and the identified motivational constructs has significant positive correlation with each other.


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Cite this article
[APA Style]
Edgardo M. Santos (2018). Students’ Motivational Beliefs, Values and Goals as Related to Academic Hardiness: Implications to Mathematics Teaching and Learning. International Journal of Emerging Multidisciplinary Research, 2(1), 1-7. DOI: 10.22662/IJEMR.2018.2.1.001.

[IEEE Style]
E. M. Santos, "Students’ Motivational Beliefs, Values and Goals as Related to Academic Hardiness: Implications to Mathematics Teaching and Learning," International Journal of Emerging Multidisciplinary Research, vol. 2, no. 1, pp. 1-7, 2018. DOI: 10.22662/IJEMR.2018.2.1.001.

[ACM Style]
Edgardo M. Santos. 2018. Students’ Motivational Beliefs, Values and Goals as Related to Academic Hardiness: Implications to Mathematics Teaching and Learning. International Journal of Emerging Multidisciplinary Research, 2, 1, (2018), 1-7. DOI: 10.22662/IJEMR.2018.2.1.001.