The Interrelationships between Metacognition and Modeling Competency: The Moderating Role of The Academic Year

Autor/inn/en	Hidayat, Riyan; Syed Zamri, Sharifah Norul Akmar; Zulnaidi, Hutkemri; Abdullah, Mohd Faizal Nizam Lee; Adnan, Mazlini
Titel	The Interrelationships between Metacognition and Modeling Competency: The Moderating Role of The Academic Year
Quelle	In: European Journal of Educational Research, 10 (2021) 4, S.1853-1866 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Hidayat, Riyan) ORCID (Syed Zamri, Sharifah Norul Akmar) ORCID (Zulnaidi, Hutkemri) ORCID (Abdullah, Mohd Faizal Nizam Lee) ORCID (Adnan, Mazlini)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-8714
Schlagwörter	Metacognition; Competence; Mathematical Models; Structural Equation Models; College Students; Predictor Variables; Age Differences + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Kompetenz; Mathematical model; Mathematisches Modell; Collegestudent; Prädiktor; Age; Difference; Age difference; Altersunterschied
Abstract	Several concerted movements toward mathematical modeling have been seen in the last decade, reflecting the growing global relationship between the role of mathematics in the context of modern science, technology and real life. The literature has mainly covered the theoretical basis of research questions in mathematical modeling and the use of effective research methods in the studies. Driven by the Realistic Mathematics Education (RME) theory and empirical evidence on metacognition and modeling competency, this research aimed at exploring the interrelationships between metacognition and mathematical modeling and academic year level as a moderator via the SEM approach. This study involved 538 students as participants. From this sample, 133 students (24.7%) were from the first academic year, 223 (41.4%) were from the second and 182 (33.8%) were from the third. A correlational research design was employed to answer the research question. Cluster random sampling was used to gather the sample. We employed structural equation modeling (SEM) to test the hypothesized moderation employing IBM SPSS Amos version 18. Our findings confirmed the direct correlation between metacognition and mathematical modeling was statistically significant. Academic year level as a partial moderator significantly moderates the interrelationships between the metacognitive strategies and mathematical modeling competency. The effect of metacognition on mathematical modeling competency was more pronounced in the year two group compared to the year one and three groups. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01