SDT 相关感知、自我调节学习与小学数学应用题成绩的关系

Mathematical word-problem solving requires strategic regulation and willingness to engage. This archived-data reanalysis integrated measurement evaluation and predictive analysis of Self-Determination Theory (SDT)-related perceptions, self-regulated learning (SRL), and achievement in 737 students in Grades 1–6 at one elementary school. Data included baseline and end-of-period performance assessments and an 18-item post-period questionnaire. Measurement models were evaluated, and path analyses were adjusted for prior achievement and grade. Among item-level models, the six-component model fit be