A Modeling Study to Explain Mathematical Problem-Solving Performance through Metacognition, Self-Efficacy, Motivation, and Anxiety

Autor/inn/en	Özcan, Zeynep Çigdem; Eren Gümüs, Aynur
Titel	A Modeling Study to Explain Mathematical Problem-Solving Performance through Metacognition, Self-Efficacy, Motivation, and Anxiety
Quelle	In: Australian Journal of Education, 63 (2019) 1, S.116-134 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Özcan, Zeynep Çigdem)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0004-9441
DOI	10.1177/0004944119840073
Schlagwörter	Mathematics Skills; Problem Solving; Mathematics Achievement; Metacognition; Self Efficacy; Student Motivation; Mathematics Anxiety; Middle School Students; Foreign Countries; Structural Equation Models; Predictor Variables; Grade 7; Turkey + Suchen Sie Ihr Suchwort? Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Problemlösen; Mathmatics sikills; Mathematical ability; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Self-efficacy; Selbstwirksamkeit; Schulische Motivation; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Ausland; Prädiktor; School year 07; 7. Schuljahr; Schuljahr 07; Türkei
Abstract	Many noncognitive constructs affect mathematical problem-solving performance. The aim of the present study is to investigate the direct and indirect effects of a number noncognitive constructs such as mathematics self-efficacy, mathematics anxiety, and metacognitive experience on the mathematical problem solving of middle-school students. The sample consisted of 517 seventh-grade Turkish students of whom 252 were male (49%) and 265 were females (51%). The instruments used in this study were a mathematical problem-solving performance test, a mathematics self-efficacy scale, a mathematics anxiety scale, a metacognitive experience scale, and a mathematics motivation scale. Two-stage structural equation modeling was used to examine the relationships between the noncognitive constructs and problem solving. Metacognitive experience was the only noncognitive construct, which had a direct effect on mathematical problem-solving performance; it also mediated the effects of self-efficacy, motivation, and mathematics anxiety on performance. Motivation and mathematics anxiety had an indirect effect on mathematical problem-solving performance through self-efficacy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01