Please use this identifier to cite or link to this item: http://hdl.handle.net/10553/42807
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dc.contributor.authorLeón González-Vélez, Jaime Joséen_US
dc.contributor.authorNúñez Alonso, Juan Luisen_US
dc.contributor.authorLiew, Jeffreyen_US
dc.contributor.otherLeon, Jaime-
dc.contributor.otherNunez, Juan L-
dc.contributor.otherLiew, Jeffrey-
dc.date.accessioned2018-11-21T11:12:28Z-
dc.date.available2018-11-21T11:12:28Z-
dc.date.issued2015en_US
dc.identifier.issn1041-6080en_US
dc.identifier.otherScopus-
dc.identifier.urihttp://hdl.handle.net/10553/42807-
dc.description.abstractTo improve mathematics education and achievement, research needs to identify factors that support and motivate students to learn and achieve in math. The purpose of this study was to test, using structural equations, a model with a sample of 1412 high-school students where autonomy would predict autonomous motivation, which in turn, has a positive effect on effort regulation and deep-processing, and both variables would predict math achievement. Results confirmed all hypothesized paths, except deep-processing unexpectedly did not predict math achievement. Findings suggest that when students feel that their schoolwork is purposeful and interesting, and that the classroom environment and teachers are responsive and supportive, they will be autonomously motivated to engage in self-regulated learning. Autonomous motivation propels students to engage in deep-processing of information and to persist and exert effort in their studies even when the school subject or studying becomes boring or taxing. Self-regulation of effort ultimately results in enhanced mathematics achievement.en_US
dc.languageengen_US
dc.publisher1041-6080-
dc.relation.ispartofLearning and Individual Differencesen_US
dc.sourceLearning And Individual Differences [ISSN 1041-6080],v. 43, p. 156-163en_US
dc.subject61 Psicologíaen_US
dc.subject58 Pedagogíaen_US
dc.subject.otherSelf-determinationen_US
dc.subject.otherAutonomyen_US
dc.subject.otherMathematicsen_US
dc.subject.otherDeep processingen_US
dc.subject.otherEffort regulationen_US
dc.titleSelf-determination and STEM education: Effects of autonomy, motivation, and self-regulated learning on high school math achievementen_US
dc.typeinfo:eu-repo/semantics/Articleen_US
dc.typeArticleen_US
dc.identifier.doi10.1016/j.lindif.2015.08.017en_US
dc.identifier.scopus2-s2.0-84945438004-
dc.identifier.isi000364888200018-
dcterms.isPartOfLearning And Individual Differences-
dcterms.sourceLearning And Individual Differences[ISSN 1041-6080],v. 43, p. 156-163-
dc.contributor.authorscopusid36186942700-
dc.contributor.authorscopusid14632548600-
dc.contributor.authorscopusid8084205500-
dc.identifier.eissn1873-3425-
dc.description.lastpage163en_US
dc.description.firstpage156en_US
dc.relation.volume43en_US
dc.investigacionCiencias Sociales y Jurídicasen_US
dc.type2Artículoen_US
dc.identifier.wosWOS:000364888200018-
dc.contributor.daisngid2657129-
dc.contributor.daisngid996936-
dc.contributor.daisngid795320-
dc.identifier.investigatorRIDM-5888-2016-
dc.identifier.investigatorRIDB-4513-2010-
dc.identifier.investigatorRIDNo ID-
dc.utils.revisionen_US
dc.contributor.wosstandardWOS:Leon, J-
dc.contributor.wosstandardWOS:Nunez, JL-
dc.contributor.wosstandardWOS:Liew, J-
dc.date.coverdateOctubre 2015en_US
dc.identifier.ulpgces
dc.description.sjr1,094
dc.description.jcr1,631
dc.description.sjrqQ1
dc.description.jcrqQ2
dc.description.ssciSSCI
dc.description.erihplusERIH PLUS
item.fulltextSin texto completo-
item.grantfulltextnone-
crisitem.author.deptGIR IATEXT: Didáctica, Aprendizaje y Motivación en Contextos Específicos-
crisitem.author.deptIU de Análisis y Aplicaciones Textuales-
crisitem.author.deptDepartamento de Educación-
crisitem.author.deptGIR IATEXT: Didáctica, Aprendizaje y Motivación en Contextos Específicos-
crisitem.author.deptIU de Análisis y Aplicaciones Textuales-
crisitem.author.deptDepartamento de Psicología, Sociología y Trabajo Social-
crisitem.author.orcid0000-0002-9587-4047-
crisitem.author.orcid0000-0002-2400-7843-
crisitem.author.parentorgIU de Análisis y Aplicaciones Textuales-
crisitem.author.parentorgIU de Análisis y Aplicaciones Textuales-
crisitem.author.fullNameLeón González-Vélez, Jaime José-
crisitem.author.fullNameNúñez Alonso, Juan Luis-
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