Measuring of Metacognition in Problem-Posing: Standardization of the Metacognition in Problem-Posing Scale
Küçük Resim Yok
Tarih
2026
Dergi Başlığı
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Yayıncı
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
While research on metacognition in mathematics education has grown recently, it has primarily focused on problem- solving, with little attention given to problem-posing. However, problem-posing also involves complex metacognitive processes that warrant deeper investigation. This study addresses this gap by developing and validating a new instrument to assess metacognition in problem-posing among middle school students. The metacognition in problem-posing Scale is an eight-item measure encompassing three factors: planning, monitoring, and evaluation. The study was conducted using a scale-development design within a survey research framework, and data were collected through a two-stage simple random sampling. Psychometric analyses confirmed the scale’s reliability and its construct validity. The metacognition in problem-posing Scale offers a promising tool for exploring students’ metacognitive engagement in problem-posing tasks and has potential applications in both research and classroom settings.
Açıklama
Anahtar Kelimeler
Eğitim, Eğitim Araştırmaları
Kaynak
Hayef:journal of education (Online)
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Sayı
1
