Relationship between middle school students’ metacognition and problem-posing performance: A serial mediation analysis

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dc.contributor.authorAda Yıldız, Kübra
dc.contributor.authorÖztürk, Mesut
dc.date.accessioned2024-10-04T18:58:47Z
dc.date.available2024-10-04T18:58:47Z
dc.date.issued2023
dc.departmentBayburt Üniversitesien_US
dc.description.abstractThis study tests a model that predicts the problem-posing performance of sixth-grade students (independent variable metacognition, mediator variables mathematics and native language course success scores at the end of the year). The research was conducted with the relational model. The results regarding the mediation effect indicated that the mathematics course success scores and the native language course success scores were separately full mediators in the effect metacognition has on problem-posing performance. The results regarding serial mediation effect revealed that the mathematics course success scores and native language course success scores had a full mediating effect on the effect of metacognition on problem-posing performance. © 2023, Duzce University, Faculty of Education. All rights reserved.en_US
dc.identifier.doi10.33902/JPR.202323665
dc.identifier.endpage343en_US
dc.identifier.issn2602-3717
dc.identifier.issue5en_US
dc.identifier.scopus2-s2.0-85180854005en_US
dc.identifier.scopusqualityN/Aen_US
dc.identifier.startpage324en_US
dc.identifier.urihttps://doi.org/10.33902/JPR.202323665
dc.identifier.urihttp://hdl.handle.net/20.500.12403/4032
dc.identifier.volume7en_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherDuzce University, Faculty of Educationen_US
dc.relation.ispartofJournal of Pedagogical Researchen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectMathematicsen_US
dc.subjectMediator variableen_US
dc.subjectMetacognitionen_US
dc.subjectNative languageen_US
dc.subjectProblem posingen_US
dc.titleRelationship between middle school students’ metacognition and problem-posing performance: A serial mediation analysisen_US
dc.typeArticleen_US

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