Abstract
The purpose of the study is to determine the influence of mathematical beliefs and self- regulation on learning interest in mathematics among teacher education students. The study is quantitative research that utilizes descriptive-correlational approach. A sample of 150 randomly selected mathematics major students from 1st year to 4th year under teacher education program that was identified using stratified random sampling answered the surveys on the three variables. Results showed that the level of mathematical beliefs, self-regulation, and learning interest in mathematics were all high in level. Results also revealed that there is a significant relationship between mathematical beliefs and learning interest in mathematics. Likewise, there is also a significant relationship between self-regulation and learning interest in mathematics of the students. Moreover, results showed that domains of mathematical beliefs such as statements about mathematics, responses to mathematical tasks, attitudes towards mathematics, and self-efficacy can significantly influence learning interest in mathematics. Finally, it was revealed that domains of self-regulation such as active coping, planning, seeking for social support, and mental disengagement can significantly predict learning interest in mathematics of the respondents. Results imply that the variables are significant in improving the learning interest in mathematics among mathematics major students under teacher education program.
