Measurement Model Testing: Adaption of Self-Efficacy and Metacognitive Awareness among University Students

Autor/inn/en	Tak, Chan Choon; Zulnaidi, Hutkemri; Eu, Leong Kwan
Titel	Measurement Model Testing: Adaption of Self-Efficacy and Metacognitive Awareness among University Students
Quelle	In: EURASIA Journal of Mathematics, Science and Technology Education, 18 (2022) 9, (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Tak, Chan Choon) ORCID (Zulnaidi, Hutkemri) ORCID (Eu, Leong Kwan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8215
Schlagwörter	Metacognition; Mathematical Aptitude; Self Efficacy; Tests; Undergraduate Students; Futures (of Society); Thinking Skills; Correlation; Task Analysis; Measurement Techniques; Mathematics Skills; Measures (Individuals); Factor Analysis; Goodness of Fit; Student Attitudes; Validity; Reliability; Knowledge Level; Foreign Countries; Malaysia + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Self-efficacy; Selbstwirksamkeit; Examination; Prüfung; Examen; Future; Society; Zukunft; Denkfähigkeit; Korrelation; Aufgabenanalyse; Messtechnik; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Messdaten; Faktorenanalyse; Schülerverhalten; Gültigkeit; Reliabilität; Wissensbasis; Ausland
Abstract	Individuals' perceptions or beliefs about their mathematical aptitude are commonly classified as mathematics self-efficacy. Conversely, metacognitive awareness is characterized as a phenomenon that presents itself in a variety of ways as people engage with objects and circumstances in their everyday lives. The objective of this quantitative research was to evaluate the reliability of a self-efficacy and metacognitive awareness test administered to 184 undergraduate university students. In completing tasks in mathematical reasoning, students clearly discriminated between their self-efficacy and metacognitive awareness. Self-efficacy demonstrated discriminant and convergent validity in these quantitative investigations, which conforms to the Bandura (1993) theory and contains three dimensions: course self-efficacy, test self-efficacy, and future self-efficacy. Metacognitive awareness shows discriminant and convergent validity, which relates to Flavell (1979) theory and contains six factors: procedural knowledge, declarative knowledge, conditional knowledge, monitoring, planning, and evaluation. The casual correlation approach was used in the research design to explore the influence of metacognitive awareness and self-efficacy on mathematical thinking. The Cronbach's alpha internal consistency reliability research demonstrated that the self-efficacy and metacognitive awareness instrument that was developed was exceptionally reliable and may be used by researchers to assess self-efficacy and metacognitive awareness among university students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01