摘要：In this study, it has been aimed at finding out whether there is a difference in terms of the levels of motivation
and self‐arrangement into mathematics lesson among the students attending to first, second, third and fourth
grades of the primary school. In accordance with this target, in 2008‐2009 spring term 127 students attending to
primary school education at Atatürk University were applied Motivating Strategies in Learning (MSLQ) . As a
result of the data analysis, it has been found out meaningful differences in the sub dimensions of according to
class variation; repetition of scale, cognitive self arrangement, time and the arrangement of study environment,
learning from a friend and searching for help, focusing on the aim, value of the duty, controlling the belief of
learning and anxiety of exam.
关键词：Learning of self‐regulation, motivation, primary school student
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