Özsoy, Gökhan13.07.20192019-07-2913.07.20192019-07-2920111598-1037https://doi.org/10.1007/s12564-010-9129-6https://hdl.handle.net/20.500.12451/5701The 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.eninfo:eu-repo/semantics/openAccessMetacognitionMetacognitive KnowledgeMetacognitive SkillsAchievementMathematics AchievementArticle12222723510.1007/s12564-010-9129-6Q1WOS:000290448200006N/A