An investigation of the relationship between metacognition and mathematics achievement

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dc.authoridOZSOY, GOKHAN -- 0000-0002-1250-624X
dc.contributor.authorÖzsoy, Gökhan
dc.date.accessioned13.07.201910:50:10
dc.date.accessioned2019-07-29T19:26:46Z
dc.date.available13.07.201910:50:10
dc.date.available2019-07-29T19:26:46Z
dc.date.issued2011
dc.departmentEğitim Fakültesi
dc.description.abstractThe 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.
dc.identifier.doi10.1007/s12564-010-9129-6
dc.identifier.endpage235en_US
dc.identifier.issn1598-1037
dc.identifier.issue2en_US
dc.identifier.scopusqualityQ1
dc.identifier.startpage227en_US
dc.identifier.urihttps://doi.org/10.1007/s12564-010-9129-6
dc.identifier.urihttps://hdl.handle.net/20.500.12451/5701
dc.identifier.volume12en_US
dc.identifier.wosWOS:000290448200006
dc.identifier.wosqualityN/A
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherSpringer
dc.relation.ispartofAsia Pacific Education Review
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.subjectMetacognition
dc.subjectMetacognitive Knowledge
dc.subjectMetacognitive Skills
dc.subjectAchievement
dc.subjectMathematics Achievement
dc.titleAn investigation of the relationship between metacognition and mathematics achievement
dc.typeArticle

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