Study of effectiveness of self-regulated learning strategies on math anxiety of dependent cognitive style of school students

Abstract

AIM: The purpose of this study was to the effectiveness of self-regulated learning strategies on math anxiety of dependent cognitive style school students. SUBJECTS AND METHODS: This quasi-experimental study was conducted with pretest-posttest and control group. The statistical population included all first grade high school female students consisted of 136 participants in the academic year 2014–2015, and the sampling method was random sampling. The instruments of this study were: The math anxiety questionnaire (totally 30-item scale, the scale is a 5 Likert-type scale, Cronbachs alpha 0/86) and instruments was Witkin's Group embedded figures test and 18 is the geometric shape, each of which consists of several irregular geometric shape. Concurrent validity for men 0/82, and for women was 0/63 in the pretest questionnaire completed math anxiety by the students and students had high math anxiety in the experimental two group and a one control group were replaced. The experimental groups received training in self-regulated learning strategies method in order to analyze the data. In all hypotheses, ANCOVA analysis and SPSS 22 (IBM SPSS Software SPSS Statistics is a software package used for statistical analysis) was used. RESULTS: According to the findings, the self-regulated learning strategies training is reduced math anxiety of dependent cognitive style school students. CONCLUSIONS: Employing the self-regulated learning strategies training reduced the math anxiety of dependent cognitive style school students.