Comparing Metacognition Assessments of Mathematics in Academically Talented Students

Autor/inn/en	Young, Adena E.; Worrell, Frank C.
Titel	Comparing Metacognition Assessments of Mathematics in Academically Talented Students
Quelle	In: Gifted Child Quarterly, 62 (2018) 3, S.259-275 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-9041
DOI	10.1177/0016986218755915
Schlagwörter	Comparative Analysis; Metacognition; Mathematics Instruction; Academically Gifted; Talent; Construct Validity; Scores; Measures (Individuals); Problem Solving; Mathematics Achievement; Middle School Students; High School Students; Predictive Validity; Academic Achievement; Summer Programs; Adolescents; Protocol Analysis; Semi Structured Interviews; Correlation; Factor Analysis; Psychometrics; Statistical Analysis; California + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Mathematics lessons; Mathematikunterricht; Begabung; Hochbegabung; Messdaten; Problemlösen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Schulleistung; Sommerkurs; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Korrelation; Faktorenanalyse; Psychometry; Psychometrie; Statistische Analyse; Kalifornien
Abstract	Two studies were conducted to examine and compare the construct validity of scores on the Junior Metacognition Awareness Inventory (JMAI) and problem-solving interview protocols. Participants consisted of 183 middle and high school students attending a university summer program for academically talented youth. Study 1 results indicated that JMAI scores were internally consistent and yielded an interpretable two-factor structure after the elimination of several items; however, the scores were not significantly or meaningfully related to GPA or current and future mathematics achievement. In Study 2 (n = 30), JMAI scores did not predict students' metacognitive behaviors during mathematics problem-solving tasks. In contrast, students' metacognitive behaviors observed during problem solving were meaningfully related to mathematics achievement with medium to high effect sizes. Findings support the predictive validity of metacognition with regard to academic achievement when operationalized with problem-solving interviews, but call into question the criterion-related validity of JMAI scores. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01