Many Filipino students continuously struggle to learn mathematics, and the extant literature suggests their motivation to learn may play a crucial factor in determining their success in university. It may conceivably drive students to persevere, exert more effort, and display goal-orientated behaviors. This paper examines if motivational factors such as self-concept and academic self-regulation are directly related to the mathematics achievement of pre-service mathematics teachers. A descriptive-correlational study was carried out using the purposive sampling method. A total of 71 pre-service mathematics teachers completed the survey instrument during the academic year 2023-2024 at Nueva Ecija University of Science and Technology. The results revealed that pre-service teachers had moderate mathematics achievement, mathematics self-concept, and academic self-regulation. Furthermore, a significant relationship was seen between mathematics self-concept, academic self-regulation (identified and intrinsic), and academic achievement. Finally, only mathematics self-concept serves as a significant predictor of mathematics achievement. Overall, this research study highlights the importance of mathematics self-concept and academic self-regulation in improving mathematics achievement of pre-service mathematics teachers.
Cite this paper
Vergara, C. R. (2024). Examining the Relationship of Mathematics Self-Concept, Academic Self-Regulation, and Academic Achievement of Pre-Service Mathematics Teachers. Open Access Library Journal, 11, e1816. doi: http://dx.doi.org/10.4236/oalib.1111816.
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