I did a presentation about relations between grit, mathematics self-regulated learning and mathematics problem solving at Hawaii university.

1. Relations between Grit,
Mathematics Self-regulated Learning and
Mathematics Problem Solving
YUNO SHIMIZU*, KO YAMAMOTO**
*KEIO UNIVERSITY **YOKOHAMA NATIONAL UNIVERSITY
ICoME 2017 Paper for roundtable session

2. Outline
1. Introduction
2. Research Design & Methods
3. Results
4. Conclusion

3. Outline
1. Introduction
2. Research Design & Methods
3. Results
4. Conclusion

4. 1.1. Motivation
• In recent years,
 Self-regulated learning has emerged as a major topic
in educational psychology.
 Grit is garnering attention around the world.
What kind of effect does Grit have on Self-regulated learning?

5. 1.2. Previous Study
Grit
Self-regulated
learning
Academic
performance
Wolters & Hussain(2015) Duckworth et al.(2007)
Pintrich & De Groot(1990)
Schunk & Zimmerman(2008)
Is this model …
domain-specific?
domain-general?
Mathematics is focused.

6. 1.3. Research question
What’s the relations among grit,
mathematics self-regulated learning,
and mathematics problem solving?
Goal
orientation
Learning
belief
Use of
learning
strategy
Engagement
Perseverance
of effort
Consistency
of interest
Grit Self-regulated learning
Problem solving
Variables used
in this study

7. Outline
1. Introduction
2. Research Design & Methods
3. Results
4. Conclusion

8. 2.1. Research Design
• Participants (N=173, all students were male)
10th grade Japanese high school students
• Procedure
Self-reported survey
(15min)
Regular examination
(50min)
One week later
At 1st week of May, 2017
Statistical
analysis

9. 2.2.1. Measurement(1)
• The following items used Likert-scale.
Grit
Goal Orientation
Learning Belief
Use of Learning
Strategy
”Perseverance of effort” and “Consistence of interest”
were measured. Duckworth & Quinn(2009)
“Mastery goal”, ”Performance approach goal”, and “Performance
avoidance goal” were measured. Elliot & Church(1997)
“Cognitive learning belief” and “Non-cognitive learning belief” were
measured. Ichikawa et al. (2009)
“Cognitive learning strategy”, “Meta-cognitive learning strategy” and
“Help-seeking” were measured. Pintrich & De Groot(1990), Ichikawa et al. (2009)
Engagement
“Behavioral engagement” and “Emotional engagement” were
measured. Reeve & Tseng(2011)
1(not true at all)
5(very true)

10. 2.2.2. Measurement(2)
• Mathematics Problem Solving
Students’ mathematics scores on regular examination were used.
Exponential function
and
Logarithmic function
Contents
Range : 0~100
Ex. Calculation
1
2
log5 3 + 3 log5 2 − log5 24
Ex. Solving equation
4 𝑥
− 3 ∙ 2 𝑥
− 16 = 0
Ex. Finding values of Max/min
𝑦 =
1
2
2𝑥
− 8
1
2
𝑥
+ 10
(−3 ≤ 𝑥 ≤ 0)
Ex. Finding X of digits
𝑋 = 1850

11. Outline
1. Introduction
2. Research Design & Methods
3. Results
4. Conclusion

12. 3.1. Analytical methods
Grit Self-regulated learning
Problem solving
What’s
the relations?
Structural Equation Modeling(SEM)
method to reveal relations between variables.
Mastery
goal
Intrinsic
motivation
e.g.
Elliot & Church, 1997
Mastery goal is a positive predictor
for intrinsic motivation.

13. 3.2. Hypothetical model
• We examined a hypothetical model (The figure below)
Grit
Self-regulated
learning
Problem
solving
Correlations and previous study
(Zimmerman & Schunk, 2001)
Correlations and previous study
(Wolters & Hussain, 2015)
Previous study
(Duckworth et al, 2009; Wolters & Hussain, 2015)

14. 3.3. Result of SEM
***:p<.001 **:p<.010 *:p<.050
𝜒2
25 = 30.17, p = .218, CFI = .989, TLI=.980, RMSEA = .036, GFI = .966, and AGFI = .925

15. 3.3. Result of SEM
***:p<.001 **:p<.010 *:p<.050
𝜒2
25 = 30.17, p = .218, CFI = .989, TLI=.980, RMSEA = .036, GFI = .966, and AGFI = .925

16. Outline
1. Introduction
2. Research Design & Methods
3. Results
4. Conclusion

17. 4.1. Results of this study
① Perseverance of effort was a positive predictor for
all indicators of mathematics self-regulated learning.
② Consistency of interest only predicted learning belief.
③ Mastery goals may mediate the perseverance of effort and
mathematics problem solving.
Grit
Self-regulated
learning
Problem
solving

18. 4.2. Conclusion
Grit
Self-regulated
learning
Problem
solving
Roughly supports the findings of
Wolters & Hussain(2015)
Stable trait-like qualities
that develop over a long time.
(Duckworth et al., 2007)
Reasonable target
Malleable and responsive
to intervention.
(Wolters & Hussain, 2015)
Reasonable target
Well-designed
interventions
Schunk & Zimmerman(2008)

19. Thank you very much for kind
attention.