Relations between Grit, Mathematics Self-Regulated Learning and Problem Solving
1. Relations between Grit,
Mathematics Self-regulated Learning and
Mathematics Problem Solving
YUNO SHIMIZU*, KO YAMAMOTO**
*KEIO UNIVERSITY **YOKOHAMA NATIONAL UNIVERSITY
ICoME 2017 Paper for roundtable session
4. 1.1. Motivation
• In recent years,
Self-regulated learning has emerged as a major topic
in educational psychology.
Grit is garnering attention around the world.
What kind of effect does Grit have on Self-regulated learning?
6. 1.3. Research question
What’s the relations among grit,
mathematics self-regulated learning,
and mathematics problem solving?
Goal
orientation
Learning
belief
Use of
learning
strategy
Engagement
Perseverance
of effort
Consistency
of interest
Grit Self-regulated learning
Problem solving
Variables used
in this study
8. 2.1. Research Design
• Participants (N=173, all students were male)
10th grade Japanese high school students
• Procedure
Self-reported survey
(15min)
Regular examination
(50min)
One week later
At 1st week of May, 2017
Statistical
analysis
9. 2.2.1. Measurement(1)
• The following items used Likert-scale.
Grit
Goal Orientation
Learning Belief
Use of Learning
Strategy
”Perseverance of effort” and “Consistence of interest”
were measured. Duckworth & Quinn(2009)
“Mastery goal”, ”Performance approach goal”, and “Performance
avoidance goal” were measured. Elliot & Church(1997)
“Cognitive learning belief” and “Non-cognitive learning belief” were
measured. Ichikawa et al. (2009)
“Cognitive learning strategy”, “Meta-cognitive learning strategy” and
“Help-seeking” were measured. Pintrich & De Groot(1990), Ichikawa et al. (2009)
Engagement
“Behavioral engagement” and “Emotional engagement” were
measured. Reeve & Tseng(2011)
1(not true at all)
5(very true)
10. 2.2.2. Measurement(2)
• Mathematics Problem Solving
Students’ mathematics scores on regular examination were used.
Exponential function
and
Logarithmic function
Contents
Range : 0~100
Ex. Calculation
1
2
log5 3 + 3 log5 2 − log5 24
Ex. Solving equation
4 𝑥
− 3 ∙ 2 𝑥
− 16 = 0
Ex. Finding values of Max/min
𝑦 =
1
2
2𝑥
− 8
1
2
𝑥
+ 10
(−3 ≤ 𝑥 ≤ 0)
Ex. Finding X of digits
𝑋 = 1850
12. 3.1. Analytical methods
Grit Self-regulated learning
Problem solving
What’s
the relations?
Structural Equation Modeling(SEM)
method to reveal relations between variables.
Mastery
goal
Intrinsic
motivation
e.g.
Elliot & Church, 1997
Mastery goal is a positive predictor
for intrinsic motivation.
13. 3.2. Hypothetical model
• We examined a hypothetical model (The figure below)
Grit
Self-regulated
learning
Problem
solving
Correlations and previous study
(Zimmerman & Schunk, 2001)
Correlations and previous study
(Wolters & Hussain, 2015)
Previous study
(Duckworth et al, 2009; Wolters & Hussain, 2015)
14. 3.3. Result of SEM
***:p<.001 **:p<.010 *:p<.050
𝜒2
25 = 30.17, p = .218, CFI = .989, TLI=.980, RMSEA = .036, GFI = .966, and AGFI = .925
15. 3.3. Result of SEM
***:p<.001 **:p<.010 *:p<.050
𝜒2
25 = 30.17, p = .218, CFI = .989, TLI=.980, RMSEA = .036, GFI = .966, and AGFI = .925
17. 4.1. Results of this study
① Perseverance of effort was a positive predictor for
all indicators of mathematics self-regulated learning.
② Consistency of interest only predicted learning belief.
③ Mastery goals may mediate the perseverance of effort and
mathematics problem solving.
Grit
Self-regulated
learning
Problem
solving
18. 4.2. Conclusion
Grit
Self-regulated
learning
Problem
solving
Roughly supports the findings of
Wolters & Hussain(2015)
Stable trait-like qualities
that develop over a long time.
(Duckworth et al., 2007)
Reasonable target
Malleable and responsive
to intervention.
(Wolters & Hussain, 2015)
Reasonable target
Well-designed
interventions
Schunk & Zimmerman(2008)
Hello, my name is Yuno Shimizu and I’m a doctoral student at Keio University. It is great pleasure to be here with you today to talk about my research. Today, I’d like to talk about (Title).
This is a brief outline of my presentation. Firstly,…. Secondly,...
Now that we know outline about my presentation, lets move on to talking about introduction
First of all, let me talk about my research motivation.
↓
Today’s society requires students to be able to learn in a self-regulated way during and after schooling and throughout their entire working life.
↓
Grit is Defined as perseverance and passion for long-term goals.
↓
And I have doubt about …
Now, I’d like to move on to Previous study.
Please look at this figure. According to previous study(e.g. Wolters & Hussain), grit is predictor for self-regulated learning & Academic performance.
Moreover, Self-regulated learning predicts Academic performance.
However, (Is….general?)
This is problem previous srtudy had.
Therefore, in the present study, We focus on mathematics learning.
Now , I’d like to move on to research question.
↓
RQを言う
↓
Please take a look at in the bottom.
In this study, indicators of SRL include (下の4つ) because these indicators are important components of SRL.
Then I talk about Research Design & Methods.
Now, I’d like to talk about Research Design.
↓
First, Participants were one-hundred seventy-three 10th grade Japanese high school students. And all students.
↓
Second, Procedure.
At 1st...
One week later, Students had Regular examination.
The results were used as a measure of ...
We analyzed these data by Statistical method.
Now , lets move on to talking about measurement of indicators of SRL.
「時間あれば具体例」
Now that we know measurement of indicators of SRL, lets move on measurement of ( )
↓
To measure mathematics problem solving, Students...
↓
Contents of regular examination were Exponential…
E.g. (どれか一つ)
Then, I talk about results of the present study
First, I‘d like to talk about analytical methods.
In investigating relations, I made a model by SEM.
↓
SEM means Structural Equation Modeling
SEM is method to reveal relations between variables.
↓
E.g. Elliot & Church(1997)
We made that model.
↓
説明と理由「because of」
↓
Then we performed SEM by R
Let‘s take a look at following figure.
This figure presents results of sem.
Also, this is fit index of SEM.
Because Fit index is good value, we think this model is good.
Red mark is remarkable and large effect.
↓
Results show that one aspect of grit, namely, perseverance of effort, was a positive predictor for all indicators of mathematics self-regulated learning.
↓
A second aspect of grit, namely, consistency of interest, only predicted learning belief.
↓
Moreover, path analysis showed that mastery goals may mediate the perseverance of effort and mathematics problem solving.
Last. I‘d like to talk about conclusion.
Let me summarize the point of results.
↓
First,
Second,
Third,
↓
Results of the present study provide this model in mathematics learning.
*Finally, we would like to make suggestion.
*Modelの話
*Our findings provide implications for educational
practices focused on mathematics learning.
*Grit is not a reasonable target for
instructional interventions because grit has stable
trait-like qualities that develop over a long time.
*In contrast, SRL is reasonable target because self-
regulated learning is malleable and responsive to
intervention.
*Thus, well-designed interventions focused on self-
regulated learning are important for mathematics
problem solving.
質問が分からない時
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