An ınvestigation of the relationship between middle school students’ metacognitive skills, mathematics self-efficacy and mathematics achievement
| dc.contributor.author | Kahramanoğlu, Recep | |
| dc.contributor.author | Deniz, Tuba | |
| dc.date.accessioned | 2018-03-05T07:35:51Z | |
| dc.date.available | 2018-03-05T07:35:51Z | |
| dc.date.issued | 2017 | |
| dc.department | İnönü Üniversitesi | en_US |
| dc.description | İnönü University Journal of the Faculty of Education Vol 18, No 3, 2017. | en_US |
| dc.description.abstract | The purpose of the present research was to examine the relationship between middle school students’ metacognitive skills, mathematics self-efficacy, and mathematics achievement. The research was a correlational study. A total of 190 middle school 7th graders participated in the study. Metacognitive skills scale which is a sub-scale of ‘Motivating skills in learning scale’ and ‘the resources of self-efficacy’ scale were used as data collection tools. Mathematics achievement was the dependent variable, and metacognitive skills and mathematics self-efficacy were the independent variables in the research. According to the findings, no significant difference was detected between 7th-grade students’ mathematics scores in terms of gender variable. When the relationship between the variables are examined, it was revealed that there was a positive and high-level relationship between mathematics self-efficacy and mathematics achievement; however, a positive but low-level relationship was found out between metacognitive skills and mathematics achievement. It was unearthed that students’ metacognitive skills predicted their mathematics achievement in a positive way; about 18% of students’ mathematics achievement was predicted by their metacognitive skills. The personal experiences sub-dimension of mathematics self-efficacy explained about 60% of the total variance in mathematics achievement by itself. Other sub-dimensions were excluded from regression analysis and calculations. Furthermore, students’ metacognitive skills and mathematics selfefficacy explained about 52% of the total variance regarding their mathematics achievement. | en_US |
| dc.identifier.citation | Kahramanoğlu, R., Deniz, T. (2017). An ınvestigation of the relationship between middle school students’ metacognitive skills, mathematics self-efficacy and mathematics achievement. İnönü University Journal of the Faculty of Education Vol 18, No 3, 2017. | en_US |
| dc.identifier.doi | 10.17679/inuefd.334285 | en_US |
| dc.identifier.endpage | 0 | en_US |
| dc.identifier.issue | 3 | en_US |
| dc.identifier.startpage | 0 | en_US |
| dc.identifier.uri | http://dergipark.gov.tr/download/article-file/369282 | |
| dc.identifier.uri | https://hdl.handle.net/11616/8203 | |
| dc.identifier.volume | 18 | en_US |
| dc.language.iso | en | en_US |
| dc.publisher | İnönü Üniversitesi Eğitim Fakültesi | en_US |
| dc.relation.ispartof | İnönü Üniversitesi Eğitim Fakültesi | en_US |
| dc.rights | info:eu-repo/semantics/openAccess | en_US |
| dc.subject | Metacognitive skills | en_US |
| dc.subject | Mathematics self-efficacy | en_US |
| dc.subject | Mathematics achievement | en_US |
| dc.title | An ınvestigation of the relationship between middle school students’ metacognitive skills, mathematics self-efficacy and mathematics achievement | en_US |
| dc.type | Article | en_US |
