The relationship between mathematical problem-solving skills and self-regulated learning through homework behaviours, motivation, and metacognition

dc.contributor.authorOzcan, Zeynep Cigdem
dc.date.accessioned2024-07-12T21:49:51Z
dc.date.available2024-07-12T21:49:51Z
dc.date.issued2016en_US
dc.departmentMaltepe Üniversitesien_US
dc.description.abstractStudies highlight that using appropriate strategies during problem solving is important to improve problem-solving skills and draw attention to the fact that using these skills is an important part of students' self-regulated learning ability. Studies on this matter view the self-regulated learning ability as key to improving problem-solving skills. The aim of this study is to investigate the relationship between mathematical problem-solving skills and the three dimensions of self-regulated learning (motivation, metacognition, and behaviour), and whether this relationship is of a predictive nature. The sample of this study consists of 323 students from two public secondary schools in Istanbul. In this study, the mathematics homework behaviour scale was administered to measure students' homework behaviours. For metacognition measurements, the mathematics metacognition skills test for students was administered to measure offline mathematical metacognitive skills, and the metacognitive experience scale was used to measure the online mathematical metacognitive experience. The internal and external motivational scales used in the Programme for International Student Assessment (PISA) test were administered to measure motivation. A hierarchic regression analysis was conducted to determine the relationship between the dependent and independent variables in the study. Based on the findings, a model was formed in which 24% of the total variance in students' mathematical problem-solving skills is explained by the three sub-dimensions of the self-regulated learning model: internal motivation (13%), willingness to do homework (7%), and post-problem retrospective metacognitive experience (4%).en_US
dc.identifier.doi10.1080/0020739X.2015.1080313
dc.identifier.endpage420en_US
dc.identifier.issn0020-739X
dc.identifier.issn1464-5211
dc.identifier.issue3en_US
dc.identifier.scopus2-s2.0-84959251080en_US
dc.identifier.scopusqualityQ2en_US
dc.identifier.startpage408en_US
dc.identifier.urihttps://dx.doi.org/10.1080/0020739X.2015.1080313
dc.identifier.urihttps://hdl.handle.net/20.500.12415/8098
dc.identifier.volume47en_US
dc.identifier.wosWOS:000372443900006en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.institutionauthorOzcan, Zeynep Cigdem
dc.language.isoenen_US
dc.publisherTAYLOR & FRANCIS LTDen_US
dc.relation.ispartofINTERNATIONAL JOURNAL OF MATHEMATICAL EDUCATION IN SCIENCE AND TECHNOLOGYen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.snmzKY01296
dc.subjectmetacognitionen_US
dc.subjectmotivationen_US
dc.subjecthomework behaviouren_US
dc.subjectself-regulated learningen_US
dc.subjectproblem solvingen_US
dc.titleThe relationship between mathematical problem-solving skills and self-regulated learning through homework behaviours, motivation, and metacognitionen_US
dc.typeArticle
dspace.entity.typePublication

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