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.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. |
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dc.identifier.uri |
http://dergipark.gov.tr/download/article-file/369282 |
|
dc.identifier.uri |
http://hdl.handle.net/11616/8203 |
|
dc.description |
İnönü University Journal of the Faculty of Education Vol 18, No 3, 2017. |
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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. |
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dc.language.iso |
eng |
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dc.publisher |
İnönü Üniversitesi Eğitim Fakültesi |
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dc.relation.isversionof |
10.17679/inuefd.334285 |
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dc.rights |
info:eu-repo/semantics/openAccess |
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dc.subject |
Metacognitive skills |
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dc.subject |
Mathematics self-efficacy |
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dc.subject |
Mathematics achievement |
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dc.title |
An ınvestigation of the relationship between middle school students’ metacognitive skills, mathematics self-efficacy and mathematics achievement |
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dc.type |
article |
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dc.relation.ispartof |
İnönü Üniversitesi Eğitim Fakültesi |
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dc.department |
İnönü Üniversitesi |
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dc.identifier.volume |
18 |
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dc.identifier.issue |
3 |
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dc.identifier.startpage |
0 |
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dc.identifier.endpage |
0 |
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