GRIT, Expectancy-Value-Cost Motivation, Self-Regulated Learning and Mathematics Anxiety of Senior High School STUDENTS

Abstract

This study sought to determine the significant influence of grit, expectancy-value-cost motivation, and self-regulated learning to mathematics anxiety of senior high school students. The study employed a quantitative approach in its research design specifically a descriptive-correlational method. The respondents were public Grade 11 students in the Municipality of Sta. Maria. Moreover, adapted and pilot-tested questionnaires for each of the variables of interest were utilized in data gathering. Mean, standard deviation, Pearson product-moment correlation and multiple regression analysis were employed in the analysis of the data. It was shown that high levels of grit, expectancy-value-cost motivation, and self-regulated learning and low levels of mathematics anxiety were exhibited by the respondents. In addition, the study revealed a significant negative relationship between grit, expectancy-value-cost motivation, and self-regulated learning and mathematics anxiety. Furthermore, the combined influence of grit, expectancy-value-cost motivation, and self-regulated learning significantly influences the mathematics anxiety of the senior high school students.