Role of problem solving skills in predicting mathematical motivation and mathematical self-efficacy in children with Special Math Learning Disabilities

Document Type : Original Article

Authors

1 Assistant Professor in Psychology, Payame Noor University,Tehran, Iran.

2 Assistant Professor in Mathematics ,Payame Noor University,Tehran, Iran.

3 M.A in Psychology, Payame Noor University,Tehran, Iran.

Abstract

The aim of this study was to investigate the role of problem-solving skills in predicting mathematical motivation and mathematical self-efficacy in children with Special Learning Disorders such as mathematics in Tehran. The research method was descriptive-correlational. The statistical population of the study consisted of all students with learning disabilities in the first year of elementary school in Tehran in the academic year 2020. For the research sample, 90 students with math learning disabilities were selected by convenience sampling method. Data were collected through Hepner Problem Solving Skills Questionnaires (1988), Usher & Pajares Mathematical Self-Efficacy (2009), Corter Mathematical Motivation (2005) and Iran Mathematical Test by K Matt Grenus, Naji Man and Pritchett (1976). The data obtained from the implementation of the questionnaires were analyzed by regression statistical method. Findings showed that there is a positive and significant relationship between the components of problem-solving confidence, attitude-avoidance style and personal control with mathematical motivation and mathematical self-efficacy. The results of regression analysis also showed that problem solving skills are strong predictors of mathematical motivation and mathematical self-efficacy. Considering the role of problem-solving skills in creating and expressing mathematical motivation and mathematical self-efficacy in students with special learning disabilities such as math, it is possible to prevent math-specific learning disabilities by identifying them in a timely manner.                  

Keywords

References

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History

  • Receive Date: 14 June 2021
  • Revise Date: 23 June 2021
  • Accept Date: 10 August 2021

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