%0 Journal Article
%T MATHEMATICS ACHIEVEMENT, SELF-REGULATED LEARNING AND COGNITIVE STYLE
%A Omar L¨®pez Vargas
%A Christian Hederich-Mart¨ªnez
%A ¨¢ngela Camargo Uribe
%J Suma Psicol¨®gica
%D 2012
%I Elsevier
%X 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 Bogot¨¢, 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.
%K self-regulated learning
%K field dependence-independence
%K Math achievement.
%U http://openjournal.konradlorenz.edu.co/index.php/sumapsi/article/view/1229/752