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Dergiler / IOJET / 2021 / Cilt: 8 - Sayı: 3

THE MEDIATING ROLE OF METACOGNITIVE SELF-REGULATION SKILLS IN THE RELATIONSHIP BETWEEN PROBLEM-POSING SKILLS AND MATHEMATICS ACHIEVEMENT OF PRIMARY PRE-SERVICE TEACHERS

Özlem Özçakır Sümen
Dergi
IOJET
Sayfa
2081–2096
Yayın Tarihi
2022-10-18
DOI
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⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

Analysis results revealed that problem-posing and metacognitive self-regulation significantly predicted mathematics achievement, but metacognitive self-regulation was not a significant mediator between problem-posing and mathematics achievement.

📌 3 Maddede Bu Makale

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Amaç & Hipotez:Metacognitive self-regulation is the ability to organize an individual's mental activities according to his/her goals, and it has been found to affect students' mathematics achievement.
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Temel Bulgular & Veri:Participants consist of 165 primary pre-service teachers studying at different grade levels in the Primary School Teaching Department.
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Sonuç & Katkı:Analysis results revealed that problem-posing and metacognitive self-regulation significantly predicted mathematics achievement, but metacognitive self-regulation was not a significant mediator between problem-posing and mathematics achievement.
🔬Tür:Modelleme & Sayısal Simülasyon
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:Alan Parametreleri

Abstract

Metacognitive self-regulation is the ability to organize an individual's mental activities according to his/her goals, and it has been found to affect students' mathematics achievement. However, its relationship with problem-solving and posing skills is still not clarified. This study aims to examine the mediating role of metacognitive self-regulation skills in the relationship between primary pre-service teachers' problem-posing skills and mathematics achievement. Participants consist of 165 primary pre-service teachers studying at different grade levels in the Primary School Teaching Department. The data were collected with the metacognitive self-regulation scale and the problem-posing test consisting of semi-structured problem-posing questions. The proposed hypothesis regarding the role of metacognitive self-regulation in the relationship between problem-posing and mathematics achievement in the study was tested by structural equation modeling and confirmed by bootstrap analysis. Analysis results revealed that problem-posing and metacognitive self-regulation significantly predicted mathematics achievement, but metacognitive self-regulation was not a significant mediator between problem-posing and mathematics achievement.

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Bu Makaleye Atıf Yap

Sümen, Ö. Ö. (2022). THE MEDIATING ROLE OF METACOGNITIVE SELF-REGULATION SKILLS IN THE RELATIONSHIP BETWEEN PROBLEM-POSING SKILLS AND MATHEMATICS ACHIEVEMENT OF PRIMARY PRE-SERVICE TEACHERS. IOJET, Cilt: 8 - Sayı: 3, 2081–2096. https://ajindex.com/articles/542186

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Kaynakça (10)

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