Relations between Grit, Mathematics Self-regulated Learning and Mathematics 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
- 2. Outline 1. Introduction 2. Research Design & Methods 3. Results 4. Conclusion
- 3. Outline 1. Introduction 2. Research Design & Methods 3. Results 4. Conclusion
- 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?
- 5. 1.2. Previous Study Grit Self-regulated learning Academic performance Wolters & Hussain(2015) Duckworth et al.(2007) Pintrich & De Groot(1990) Schunk & Zimmerman(2008) Is this model … domain-specific? domain-general? Mathematics is focused.
- 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
- 7. Outline 1. Introduction 2. Research Design & Methods 3. Results 4. Conclusion
- 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
- 11. Outline 1. Introduction 2. Research Design & Methods 3. Results 4. Conclusion
- 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
- 16. Outline 1. Introduction 2. Research Design & Methods 3. Results 4. Conclusion
- 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)
- 19. Thank you very much for kind attention.
Editor's Notes
- #2: 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).
- #3: This is a brief outline of my presentation. Firstly,…. Secondly,...
- #4: Now that we know outline about my presentation, lets move on to talking about introduction
- #5: 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 …
- #6: 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.
- #7: 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.
- #8: Then I talk about Research Design & Methods.
- #9: 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.
- #10: Now , lets move on to talking about measurement of indicators of SRL. 「時間あれば具体例」
- #11: 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)
- #12: Then, I talk about results of the present study
- #13: 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)
- #14: We made that model. ↓ 説明と理由「because of」 ↓ Then we performed SEM by R
- #15: 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.
- #16: 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.
- #17: Last. I‘d like to talk about conclusion.
- #18: Let me summarize the point of results. ↓ First, Second, Third, ↓ Results of the present study provide this model in mathematics learning.
- #19: *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.
- #20: 質問が分からない時 I'm not following you. Can you rephrase that more simply? 質問が早すぎてわからない時 Sorry, I didn't understand that. Could you go over that again, more slowly? 答えが思いつかない時 I'm afraid I don't have the answer at the moment.