An investigation of the relationship between metacognition and mathematics achievement
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Tarih
2011
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Springer
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
The aim of this study is to determine fifth-grade students' metacognitive knowledge and skills and its relationship with mathematics achievements. A total of 242 primary school students from six different schools were participated in the study. Turkish version of Metacognitive Knowledge and Skills Assessment (MSA-TR) was used to measure metacognitive knowledge and skills. The results demonstrated a significant and positive relationship (r = .648, p < .01) between metacognition and mathematics achievement. Furthermore, research results showed that 42% of total variance of mathematics achievement could be explained with metacognitive knowledge and skills.
Açıklama
Anahtar Kelimeler
Metacognition, Metacognitive Knowledge, Metacognitive Skills, Achievement, Mathematics Achievement
Kaynak
Asia Pacific Education Review
WoS Q Değeri
N/A
Scopus Q Değeri
Q1
Cilt
12
Sayı
2
