Resumo

LOPEZ VARGAS, Omar; HEDERICH-MARTINEZ, Christian  e  CAMARGO URIBE, Ángela. MATHEMATICS ACHIEVEMENT, SELF-REGULATED LEARNING AND COGNITIVE STYLE. Suma Psicol. [online]. 2012, vol.19, n.2, pp.39-50. ISSN 0121-4381.

In this paper the relationship among high school students' mathematics achievement, use of self-regulated learning strategies and cognitive style in the field dependence-independence dimension is examined. Subjects were 128 tenth graders of a public school at Bogotá, Colombia. The MSLQ Questionnaire was used to assess students' level of self-regulation and the EFT test was used to measure students' field dependence-independence cognitive style. Mathematics achievement was indicated by the grades obtained by the students during the academic year. Results show that self-regulated learning and cognitive style are related to Math achievement, each one separately. Additionally, complex relations between self-regulation and field dependence-independence were found.

Palavras-chave : self-regulated learning; field dependence-independence; Math achievement.

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