An investigation of the relationship between metacognition and mathematics achievement

By G. Özsoy. 2011

111 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/df59ed3c3aa45461e54115f0bea72504ec73e4ee

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Louise Gascoine
2. S. Cortese
3. Henry Wood‐Downie
4. Steven I. Higgins
5. (Mark) Feng Teng
6. Gemma Muncer
7. Julie A. Hadwin
8. Philip A. Higham

In Education

1. Steven I. Higgins
2. Louise Gascoine
3. (Mark) Feng Teng
4. Julie A. Hadwin
5. Kate Wall

Citations in the corpus

• The role of metacognitive knowledge and regulation in mediating university EFL learners’ writing performance (2020, background): “Metacognitive control has been identified as the ability to deal with mental operations in metacognitive processes to attain cognitive objectives (Desoete 2008) or to employ knowledge to regulate cognitive processes and use metacognitive strategies to control one’s learning (Ozsoy 2011).”
• The assessment of metacognition in children aged 4–16 years: a systematic review (2017, background): “Metacognitive Skills and Knowledge Assessment MSA A written test Desoete et al. (2001); Özsoy (2011); Özsoy & Ataman (2009) Assesses without time limit two metacognitive components – knowledge and skills.”
• A Meta-Analysis Investigating the Association Between Metacognition and Math Performance in Adolescence (2021, background): “Several studies have reported an association between MC and math achievement in children and adolescents (e.g. Özsoy 2011; van der Walt et al. 2008).”