RUME 25
2023
Omaha, Nebraska
Exploring Relationships Between First-Semester Calculus Students’ Self-Regulation Strategies and Their Mathematics Identity and Mathematics Self-Efficacy
Page: 669
This mixed-methods study examines the self-regulation strategies that first-semester undergraduates use in a first-semester calculus course through quantitative analysis of student survey responses and qualitative analysis of student interviews. The relationship between these self-regulation strategies and both mathematics identity and mathematics self-efficacy was found to be positively correlated. The strategies of metacognitive self-regulation, effort regulation, and time and study environment were found to be the most commonly used strategies by academically successful students based on a large-scale survey given to 188 first-semester calculus students as well as from interviews that occurred throughout the Fall 2021 semester.