An Investigation of the Relationship Between Metacognition and Mathematics Achievement

Özsoy, Gökhan

dc.contributor.author	Özsoy, Gökhan
dc.date.accessioned	2022-08-16T07:47:14Z
dc.date.available	2022-08-16T07:47:14Z
dc.date.issued	2011
dc.identifier.citation	Asia Pacific Educ. Rev. (2011) 12:227–235	en_US
dc.identifier.uri	http://earsiv.odu.edu.tr:8080/xmlui/handle/11489/1762
dc.description.abstract	The aim of this study is to determine fifth-grade students’ metacognitive knowledge and skills and its relationship with mathematics achievements. A total of 242 primary school students from six different schools were participated in the study. Turkish version of Metacognitive Knowledge and Skills Assessment (MSA-TR) was used to measure metacognitive knowledge and skills. The results demonstrated a significant and positive relationship (r = .648, p\.01) between metacognition and mathematics achievement. Furthermore, research results showed that 42% of total variance of mathematics achievement could be explained with metacognitive knowledge and skills.	en_US
dc.language.iso	eng	en_US
dc.publisher	Asia Pacific Education	en_US
dc.relation.isversionof	10.1007/s12564-010-9129-6	en_US
dc.rights	info:eu-repo/semantics/openAccess	en_US
dc.subject	Achievement	en_US
dc.subject	Mathematics Achievement	en_US
dc.subject	Metacognition	en_US
dc.subject	Metacognitive Knowledge	en_US
dc.subject	Metacognitive Skills	en_US
dc.title	An Investigation of the Relationship Between Metacognition and Mathematics Achievement	en_US
dc.type	article	en_US
dc.contributor.department	Ordu Üniversitesi	en_US