The Relationship between Active Participation in Mathematics Classes and Motivational Regulation and Critical Thinking Disposition

Abstract

This study aimed to investigate the relationship between students' active participation in mathematics classes and their motivational regulations and critical thinking dispositions towards math. The sample comprised 243 secondary school students. The data were collected using the scales previously developed in the literature for middle and high school students. Data collection procedures were carried out by the mathematics teachers of the relevant classes in their own classrooms. First of all, the Kolmogorov-Smirnov test was applied, followed by the calculation of the Spearman rank difference correlation coefficient to examine the relationship between active participation and motivational regulation, and the Pearson correlation coefficient to show the relationship between active participation and critical thinking disposition. The research findings indicated a moderately significant positive relationship between students' active participation in mathematics classes and their motivational regulation ( ). A similar moderately significant positive relationship was observed between students' active participation in mathematics classes and their critical thinking dispositions ( ). These findings could contribute to planning and presenting solution proposals based on the identified variables in this study, with the aim of enhancing active participation in mathematics classes.