The Relationship between Middle School Students’ Attitudes towards Mathematics and Their Self-Regulation Skills

The present study set out to explore the relationship between middle school students' perceptions of their attitudes towards maths and their perceptions of their self-regulation skills. The study was designed around a correlational survey model, a quantitative research method. The study population consisted of middle school students in the central districts of Denizli. The study was conducted with the participation of 464 students identified by a simple random sampling technique. The data collection tools were the "Attitude towards Mathematics Inventory" and the "Self-Regulation Scale". Descriptive statistics and correlation analysis were employed to analyze the data acquired in the study. The results of the study show that the middle school students' perceptions regarding their attitude towards mathematics and self-confidence, which is a dimension of the attitude, were found to be high. In addition, there was also a low-level positive correlation between the students' perceptions of their attitudes towards mathematics and their perceptions of self-regulation, goal setting and planning. Finally, there was a low-level positive correlation between the students' perceptions of their self-regulation and their perceptions of their enjoyment and motivation in mathematics.