Moderating Effect of Perceived Self-Efficacy on University Students'Self-Regulation in Mathematics Problem Solving

Abstract

Self-regulation of learning is a complex and multidimensional construct and is recognised as a potential predictor of academic achievement in mathematics. The aim of this study is to create and interpret a structural equation model to test whether the perception of self-efficacy is particularly determinant in the level of self-regulation of primary school initial trainers in mathematical problem solving. For this purpose, a sample of 402 students from the first-year course of a Primary Education Undergraduate Degree at University of the Basque Country (UPV/EHU) was used. The results show that the seven identified factors are coherently related to key aspects of self-regulated learning in the context of mathematical problem solving. Similarly, it was confirmed that the perception of self-efficacy functions as a moderator in the level of self-regulation of students of a Primary Education Undergraduate Degree in mathematical problem-solving contexts.