An investigation of the relationship between metacognition and mathematics achievement

被引：0
|
作者：
Gökhan Özsoy
机构：
[1] Aksaray University,Department of Elementary Education, Faculty of Education
来源：
Asia Pacific Education Review | 2011年 / 12卷
关键词：
Metacognition; Metacognitive knowledge; Metacognitive skills; Achievement; Mathematics achievement;
D O I：
暂无
中图分类号：
学科分类号：
摘要：
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.
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页码：227 / 235
页数：8
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