| Abstract [eng] |
Learning mathematics is an educational subject that poses many challenges for students. In the last decade, there have been observed decreasing trends in mathematics achievements of Lithuanian students, so there is a need to better understand what factors are related to mathematics results. The main goal of this work is to investigate the correlations between ninth graders' self–regulated learning, the quality of teacher interactions with students, and mathematics achievement. This study analyzes the collected data of 500 ninth grade students, which were collected using a paper questionnaire prepared for the study. A correlational study was conducted to analyze them. The results of the study showed that self–regulated learning is a mediator of the relationship between the quality of teacher interactions with students and mathematics achievement. Based on this, it can be said that both the child's own self–regulated learning and the teacher's support are extremely important for students' achievement in mathematics. Keywords: self–regulated learning, emotional support, learning support, mathematics achievement. |
