A modeling study to explain mathematical problem-solving performance through metacognition, self-efficacy, motivation, and anxiety
By Zeynep Özcan, Aynur Eren Gümüş. Australian Journal of Education, 2019
88 citations recorded by the source corpus.
Many noncognitive constructs affect mathematical problem-solving performance. The aim of the present study is to investigate the direct and indirect effects of a number noncognitive constructs such as mathematics self-efficacy, mathematics anxiety, and metacognitive experience on the mathematical problem solving of middle-school students. The sample consisted of 517 seventh-grade Turkish students of whom 252 were male (49%) and 265 were females (51%). The instruments used in this study were a mathematical problem-solving performance test, a mathematics self-efficacy scale, a mathematics anxiety scale, a metacognitive experience scale, and a mathematics motivation scale. Two-stage structural equation modeling was used to examine the relationships between the noncognitive contructs and problem solving. Metacognitive experience was the only noncognitive construct, which had a direct effect on mathematical problem-solving performance; it also mediated the effects of self-efficacy, motivation, and mathematics anxiety on performance. Motivation and mathematics anxiety had an indirect effect on mathematical problem-solving performance through self-efficacy.
Subfields: Applied Mathematics, Developmental and Educational Psychology, Experimental and Cognitive Psychology
View Paper: https://www.semanticscholar.org/paper/636fde8f835acfbbeedca0ed60dbd2e0163949a7
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In Applied Mathematics
In Developmental and Educational Psychology
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Citations in the corpus
- The impact of mathematics anxiety on self-regulated learning and mathematical literacy (2020, methodology): “Motivated by the use of SEM in some of the previous work surrounding mathematical anxiety (Jain & Dowson, 2009; €Ozcan & Eren Gümüş, 2019) and its ability to test causal hypothesised relationships between latent constructs, SEM was adopted in this study to examine the relationship between MA,…”