Attitude, Motivation, and Self-Regulation in Mathematics as Predictors of Achievement among Learners

Abstract

This study determined the levels of attitude toward mathematics, motivation, and self-regulation and examined their relationship with mathematics achievement among Grade 11 learners in one public high school during the School Year 2026–2027. Specifically, it analyzed whether these variables significantly predict mathematics achievement. The study employed a quantitative descriptive-correlational research design. The researchers selected 101 Grade 11 students through total enumeration. The researchers collected data using adapted and validated instruments such as the Attitudes Toward Mathematics Inventory (ATMI), the Mathematics Motivation Scale, and the Short Self-Regulation Questionnaire (SSRQ). Mathematics achievement was determined using the learners’ final grades in Mathematics. Data were analyzed using frequency and percentage, mean, standard deviation, Spearman’s rho correlation, and multiple linear regression analysis. Results revealed that the respondents demonstrated a high level of attitude toward mathematics, motivation in mathematics, and self-regulation. The learners also exhibited an outstanding level of mathematics achievement. Furthermore, significant positive relationships were found between mathematics achievement and attitude, motivation, and self-regulation. Multiple regression analysis revealed that attitude, motivation, and self-regulation collectively explained the variance in mathematics achievement. However, attitude toward mathematics was found as the only significant predictor of mathematics achievement. The findings emphasize the importance of fostering positive attitudes toward mathematics to enhance students’ academic performance.