The Effects of Self-Regulated Learning and Mindset on Elementary School Students' Mathematics Achievement
DOI:
10.29303/jm.v8i3.12503Published:
2026-09-30Downloads
Abstract
Persistent challenges in elementary mathematics achievement highlight the need to understand
influential non-cognitive factors. While self-regulated learning (SRL) and mindset are recognized
as significant predictors of academic success, their combined impact on the performance of young
students is not yet fully understood. Therefore, this study investigates the independent and
combined effects of self-regulated learning and mindset on the mathematics achievement of fourth
grade elementary school students. Using an ex post facto quantitative design, the study involved
34 students selected via saturated sampling. Data were collected using Likert-scale questionnaires
for SRL and mindset, and academic scores for mathematics achievement. The data were analyzed
using descriptive statistics and multiple linear regression, following prerequisite tests (normality,
linearity, multicollinearity, and homoscedasticity). The findings revealed that self-regulated
learning had a significant positive effect, explaining 81.7% of the variance in mathematics
achievement (p < 0.001). Mindset also demonstrated a significant positive effect, accounting for
13.0% of the variance (p = 0.013). Combined, both variables significantly influenced mathematics
achievement (p < 0.001), explaining 94.3% of the variance (Adjusted R² = 0.943), with the
remaining 5.7% attributable to other factors. These results underscore that fostering students'
ability to self-regulate their learning and cultivate a growth mindset are crucial components for
effective mathematics instruction in primary education.
Keywords:
self-regulated learning mindset mathematics achievement elementary school students multiple linear regressionReferences
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