The Mediating Role of Self- regulated Learning in the Relationship between Classroom Social Dynamics and Mathematical Disposition among Mathematics major Students

This research looked into self-regulated learning as the mediating process in between mathematical disposition and classroom social dynamics for math majors. It utilized a quantitative, non-experimental design with descriptive, correlational, and mediation analyses. One of the stratified random sampling methods used proportionate allocation and Slovin's formula with 0.05 margin of error to produce 130 respondents who completed validated questionnaires for measuring classroom social dynamics, self-regulated learning, and mathematical disposition. The descriptive results revealed very high levels of self-regulated learning and classroom social dynamics and high levels of mathematical disposition. Correlational analysis revealed a moderate, significant positive correlation between classroom social dynamics and mathematical disposition. High positive correlations were also found between both self-regulated learning and mathematical disposition and classroom social dynamics. Most crucially, mediation analysis revealed that self-regulated learning partially mediates the relationship between classroom social life and mathematical disposition. That is, to isolate SRL as the primary conduit through which classroom social life is translated into mathematics dispositions among students. This finding meets the critical gap in the literature by both explaining how and why classroom social structures have positive mathematical dispositions. These results confirm the value of designing learning settings to deliberately integrate supportive peer discussion with explicit instruction in self-regulation approaches. This design has the potential to enhance motivation, engagement, and positive disposition toward mathematics and move beyond correlation to instructionally significant practice.