2026-10-30T06:36:50Zhttps://bayburt-rdlopen.rawdatalibrary.net/oai/requestoai:bayburt-rdlopen.rawdatalibrary.net:bayburt/160482026-10-29T19:44:56Zopenairedrivercom_bayburt_10000col_bayburt_10001Measuring of Metacognition in Problem-Posing: Standardization of the Metacognition in Problem-Posing ScaleÖztürk, MesutSarikaya, İsmailAlbayrak, MustafaEğitim, Eğitim AraştırmalarıWhile 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.2026Articlehttps://rdlopen.rawdatalibrary.net/r/bayburt/16048https://doi.org/10.5152/hayef.2026.26001enHayef:journal of education (Online)info:eu-repo/semantics/openAccessinfo:eu-repo/semantics/articlehttps://bayburt-rdlopen.rawdatalibrary.net/tr/items/bayburt/16048