Sürdürülebilir Kalkınma Amaçları
Yayınlar
- MakaleAçık Erişim2026Measuring of Metacognition in Problem-Posing: Standardization of the Metacognition in Problem-Posing Scale
Öztürk, Mesut; Sarikaya, İsmail; Albayrak, Mustafa
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.
- MakaleYalnız künye2026Scopus SJRQ1How to conceptualize the equal sign by middle school students?
Türk, Adem; Öztürk, Mesut
This research examined middle school grade 5–8 students’ conceptualization of the equal sign. The study employed a cross-sectional approach. Eight middle school students studying in official public schools in Turkey participated in the study. The study’s data were collected through a clinical interview that utilized eight open-ended questions, covering topics such as arithmetic, pre-algebra, proportional relationship, and algebra. Thematic analysis was used to analyze the study data. Although previous studies showed that students saw the equal sign as write a result, the results of this research, which is a follow-up study, revealed that students did not think of the equal sign as write a result.
- MakaleAçık Erişim2026Scopus SJRQ1Self-Regulation and Mathematics Anxiety: The Conditional Mediating Role of Mathematical Language Self-Efficacy and Implications for Inclusive Education
Öztürk, Mesut; Ada Yildiz, Kübra; Charitaki, Garyfalia
In this quantitative study, we investigated the conditional mediating role of students’ mathematical language self-efficacy in the relationship between self-regulation and mathematics anxiety. The study employed a relational research design and included survey data from 706 middle school students attending public schools in Turkey. Findings indicated that both self-regulation and perceived self-efficacy in mathematical language use were significantly associated with mathematics anxiety. Moreover, the effect of self-regulation on mathematics anxiety was significantly mediated by students’ perceptions of their ability to understand and use mathematical language self-efficacy. The indirect effect was negative while the direct effect was positive, indicating a suppression (competitive mediation) effect, whereby self-regulation exerts both anxiety-reducing and potentially anxiety-inducing influences through different pathways. Conditional mediation analysis further revealed that this mediating effect varied as a function of students’ perceived academic support, with the indirect effect being non-significant for students who did not receive support. Measurement invariance across gender and grade level was examined to ensure that the constructs were measured equivalently across groups. These findings highlight the importance of fostering both self-regulation skills and mathematical language proficiency, particularly in contexts where students may lack sufficient support. These findings provide a theoretically grounded and practically relevant framework for understanding mathematics anxiety within inclusive mathematics education contexts.
- MakaleYalnız künye2026Scopus SJRQ1Problem posing on vectors in space: preservice teachers’ perspectives
Ergin, Ayda Nur; Öztürk, Mesut; Aydin, Tuba Ağirman
This study examines preservice elementary mathematics teachers’ problem-posing processes related to vectors in space. Adopting a qualitative case study design, the problem-posing process was analyzed by treating the phases of orientation, connection, generation, and reflection as analytic units, focusing on the cognitive, linguistic, and reasoning-based actions exhibited at each phase. The findings reveal that preservice teachers experience considerable difficulties in establishing meaningful connections between mathematical structures and real-life contexts, particularly when posing vector problems in three-dimensional environments. In addition, causal attribution processes became salient during the reflection phase, with participants frequently explaining their successes and difficulties by referring to their conceptual understanding, prior experiences, and perceived competence. The results offer implications for the design of theory-based learning environments that support problem-posing processes in mathematics teacher education, particularly for advanced mathematical topics.
- MakaleAçık Erişim2025When Metacognition Works—And When It Doesn’t: Investigating the CRIME Technique in Middle School Mathematics
Öztürk, Mesut; Kılıç, Görkem
Purpose: This research aimed to examine the effect of teaching ratio-proportion and percentages on subjects of 7th-grade students using the CRIME technique, one of the metacognitive teaching methods. Methodology: The case study model, one of the qualitative research methods, was used in the study. Qualitative studies examining the learning process was determined, and the researcher prepared five semi-structured interview items for the interview form. The study group consisted of six students studying in the 7th grade at a public school in a province in the northeast of Turkey. Purposeful sampling method was used to determine the participants of the study. For this purpose, participants were determined from the 24-person student group to which the application was made using the maximum diversity sampling method. The selected students were identified by asking the questions in the interview form. Findings: The result of the study show that the metacognitive CRIME technique increased motivation, problem-solving, course success, and metacognitive skills. The study determined that the metacognitive CRIME technique improved metacognitive monitoring and evaluation skills in high-achieving students. Highlights: At the same time, it did not show any change in the metacognitive skills of students with medium and low levels of success, which is an original result. Unique result of the study is that the metacognitive CRIME technique was effective in the problem-solving skills of medium-achieving students. At the same time, there was no change in the problem-solving skills of low-achieving students.
- MakaleAçık Erişim2024Üstbilişe Dayalı Öğretimin Matematik Başarısı ve Problem Çözmeye Etkisi: Bir Meta-Analiz Araştırması
Öztürk, Mesut; Aydın, Ümit
Bu araştırma üstbilişe dayalı öğretim yönteminin Türk öğrencilerin matematik başarılarına ve problem çözme becerilerine etkisini inceleyen önceki nicel araştırmaların ortak etkisini belirlemeye yönelik bir meta-analizdir. Çalışmaya üstbilişin matematik başarısı ve problem çözme becerisi üzerine etkisini inceleyen, 2000-2023 yılları arasını kapsayan, 12 deneysel araştırma dâhil edilmiştir. Üstbilişe dayalı öğretimin matematik başarısı üzerine yapılan çalışmaların ortalama etki büyüklük değeri (g=1.17), problem çözme becerisi üzerine yapılan çalışmaların ortalama etki büyüklük değeri (g=1.39) olarak hesaplanmıştır. Yapılan analiz sonucunda etki büyüklük değerlerinin anlamlı olduğu belirlenmiştir. Sonuç olarak üstbilişe dayalı öğretimin matematik başarısı ve problem çöme becerisi üzerinde olumlu etkisi olduğu tespit edilmiştir. Çalışmada ulaşılan sonuçlardan bir diğeri ise üstbilişe dayalı öğretimin hem matematik başarısı üzerindeki hem de problem çözme becerisi üzerindeki etkisi ilkokul öğrencilerinde ortaokul öğrencilerine göre daha yüksek olmasıdır. Bu meta-analiz, üstbilişe dayalı öğretimin problem çözme ve matematik başarısı üzerindeki etkisine yönelik önceki çalışmalardan elde edilen verilerle genel bir sonuca ulaşarak gelecekteki çalışmaların etkilerinin karşılaştırılabileceği referanslar sağlamıştır.
AtıfOpenAlex1TR Dizin2
İncele - MakaleYalnız künye2024Scopus SJRQ1Middle School Students’ Problem Solving Performance: Identifying the Factors that Influence It
Öztürk, Mesut; Sarikaya, İsmail; Ada Yıldız, Kübra
This research was carried out to examine the serial mediation role of mathematics self-efficacy and metacognition for problem-solving in the effect of reading comprehension on problem-solving. The relational research model, one of the quantitative research designs, was used in the study. A total of 699 middle school students studying in official public schools in Turkey participated in the study. SPSS and PROCESS macros were used in the analysis of the data of the study. The study revealed that reading comprehension, mathematics self-efficacy, and metacognition were related to problem-solving. The result of the study showed that mathematics self-efficacy and metacognition significantly mediate the relationship between reading comprehension and problem-solving.
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İncele - MakaleYalnız künye2024Scopus SJRQ2Metacognitive training for algebra teaching to high school students: An action research study
Okumuş, Özlem; Öztürk, Mesut
Metacognition is an essential concept in mathematics education research. Studies indicate that high school students in Turkey must demonstrate expected success in learning mathematics in general and algebra in particular. To this end, the Ministry of National Education has initiated a mathematical mobilization in Turkey. Mathematics mobilization is a project that will adapt the learning of mathematics to daily life skills, making learning more accessible and ensuring that students love this course from an early age. In the initial interviews with teachers as part of this mobilization, teachers stated that high school students needed to exhibit sufficient metacognitive planning and monitoring strategies. Therefore, they required assistance in planning and monitoring their learning processes and motivating them to learn. The literature shows that metacognitive planning and monitoring are effective in teaching algebra. In this context, the research “How can metacognitive strategies be developed in high school students’ algebra learning?” seeks an answer to this problem. Based on preliminary teacher interviews, the researchers created action plans in collaboration with teachers. In the circular model, researchers tested these action plans and revised them. As a result of the cycle being repeated three times, researchers developed a teaching technique based on metacognitive planning and monitoring for high school students. The study's findings demonstrate that metacognitive training taught students metacognitive planning, monitoring, prediction, awareness, and motivation strategies.
AtıfScopus3WoS3OpenAlex4İncele - MakaleAçık Erişim2023Learning Environment Design Based on Manipulative Supported Metacognitive Planning: An Example of Factors and Multiples
Öztürk, Mesut; Erdem, Abdurrahim
This study was carried out in order to evaluate the manipulative supported learning environment designed based on metacognitive planning for middle school 8th grade students to learn the subject of multipliers and multiples. The case study model, one of the qualitative research methods, was used in the study in which 19 middle school 8th-grade students participated. In the study process, a virtual and physically manipulative supported learning environment based on metacognitive planning was designed first. Then, the activities prepared in accordance with the learning environment were applied to the participants in a six-week period. At the end of the intervention process, the data of the study were collected by conducting interviews with the help of a semi-structured interview form prepared by the researchers. Content analysis was performed on the collected data. As a result of the content analysis, the views of the participants were gathered under three themes: metacognition, manipulative and learning environment. The results of the study showed that in the learning environment based on metacognitive planning with manipulative support, students preferred to work more with physical manipulatives in the first weeks and more with virtual manipulatives in the last weeks. For this reason, it may be suggested to practitioners to support metacognitive learning environments with virtual manipulative and technology activities.
AtıfOpenAlex6TR Dizin4İncele - MakaleAçık Erişim2023Matematiksel güven ölçeğinin geliştirilmesi: geçerlik ve güvenirlik çalışması
Öztürk, Mesut; Albayrak, Mustafa; Ada, Kübra
Yapılan araştırmalar matematiksel güveni yüksek olan öğrencilerin genelde matematikte, özelde ise problem çözmede daha başarılı olabileceğini vurgulamıştır. Bu nedenle matematiksel güveni incelemeye yönelik yapılacak araştırmalar önemli görülmektedir. Ancak alan yazın incelendiğinde matematiksel güvene yönelik yapılan çalışmaların uluslararası alan yazında son yıllarda yoğunlaşmaya başladığı, bu yoğunluğun ise ulusal alan yazına yeterince yansımadığı belirlenmiştir. Bu durumun nedeni matematiksel güvene yönelik yapılan araştırmalarda daha çok nicel yöntemler kullanılmasına karşın ulusal alan yazında öğrencilerin matematiksel güvenlerini ölçebilecek nicel ölçme araçlarının bulunmaması olabilir. Bu nedenle ortaokul öğrencileri için matematiksel güven ölçeğinin geliştirilmesinin amaçlandığı bu çalışmada, geliştirilecek olan matematiksel güven ölçeğinin alan yazına katkı sağlaması ve araştırmalar için öncü olması beklenmektedir. Araştırmada nicel araştırma desenlerinden tarama modeli kullanılmıştır. Çalışmada iki aşamalı örneklem seçimi yapılmıştır. İlkinde 359 ortaokul öğrencisi katılmış ve bu öğrencilerden elde edilen verilerle ölçeğin yapısını belirlemek üzere açımlayıcı faktör analizi yapılmıştır. İkincisinde 145 ortaokul öğrencisi katılmış ve elde edilen verilere doğrulayıcı faktör analizi uygulanarak ölçeğin yapısının doğrulaması yapılmıştır. Çalışmanın sonucunda ortaokul öğrencilerinin matematiksel güven düzeylerini belirleyebilecek 10 maddeden oluşan geçerli ve güvenilir bir ölçme aracı geliştirilmiştir.
AtıfOpenAlex1TR Dizin1İncele - MakaleYalnız künye2023Developing The Scale of Understanding and Using Language of Mathematics: A Validity and Reliability Study
Öztürk, Mesut; Albayrak, Mustafa; Samed
The current study was conducted to develop a valid and reliable measurement tool that can measure middle school students' ability to understand and use the language of mathematics. The study was carried out in two stages. In the first stage, data were collected from 359 middle school students studying in a city in the north of Turkey in order to determine the structure of the scale. Exploratory factor analysis was performed on the collected data. In the second stage, data were collected from 217 middle school students studying in public schools in a province located in the east of Turkey in order to verify the structure of the scale. Confirmatory factor analysis was performed on the collected data. For the reliability of the scale, the Cronbach Alpha internal consistency coefficients of the entire scale and its sub-dimensions were checked. As a result of the analyzes made, a valid and reliable "Mathematics Language Understanding and Using Skills Scale" consisting of nine items and two dimensions was developed. Considering the items of the scale and the theoretical framework, the dimensions were named as "understanding the language of mathematics" and "using the language of mathematics".
- MakaleAçık Erişim2023Scopus SJRQ2Relationship between middle school students’ metacognition and problem-posing performance: A serial mediation analysis
Ada Yıldız, Kübra; Öztürk, Mesut
This 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.
AtıfScopus3OpenAlex2İncele - MakaleAçık Erişim2022Üstbilişsel IMPROVE tekniğinin oran-orantının öğretimi ve orantısal akıl yürütme becerisinin geliştirilmesi üzerine etkisi
Öztürk, Mesut; Albayrak, Mustafa; Şahinkaya, Tuğba
Üstbilişe dayalı öğretime yönelik yürütülen araştırmalar, öğrencilerin matematik dersi için tasarlanan üstbilişe dayalı öğrenme ortamlarında kendilerini rahat hissettiklerini ve mutlu olduklarını ortaya koymuştur. Öğrencilerin mutlu olduğu ve kendilerini rahat hissettikleri ortamlarda daha başarılı oldukları bilinen bir gerçektir. Bu nedenle üstbilişe dayalı öğretimin matematik derslerinde hem başarıyı hem de mantıksal akıl yürütmeyi geliştirmede kullanılması tavsiye edilmektedir. Nitekim üstbilişe dayalı öğretimin matematik başarısına etkisini inceleyen araştırmalarda üstbilişe dayalı öğretimin matematik başarısını arttırdığını ortaya koymuştur. Bu araştırma 7. sınıf öğrencilerine oran-orantının öğretimi ve orantısal akıl yürütmenin geliştirilmesinde üstbilişsel IMPROVE tekniğinin etkililiğini incelemek amacıyla yürütülmüştür. Çalışmada nicel araştırma yöntemlerinden deneysel araştırma modeli kullanılmıştır. Çalışmanın katılımcılarını deney grubunda 29, kontrol grubunda 29 toplamda 58 ortaokul öğrencisi oluşturmuştur. Çalışmanın verileri oran orantı başarı testi ve orantısal akıl yürütme becerisi testi kullanılarak toplanmıştır. Toplanan verilerin analizinde betimsel istatistik ve kestirimsel istatistik kullanılmıştır. Betimsel istatistik ile öğrencilerin mevcut durumları sunulmuş, kestirimsel istatistik için kovaryans analizi yapılmıştır. Kovaryans analizinde grupların ön test puanları kontrol altına alınarak son test puanları karşılaştırılmıştır. Yapılan analiz sonucunda üstbilişsel IMPROVE tekniğinin öğrencilerin oran orantı başarısını arttırdığı ve orantısal akıl yürütme becerisini geliştirdiği belirlenmiştir. Ancak IMPROVE tekniğinin oran orantı konusundaki başarı ve orantısal akıl yürütme becerisinin gelişimi bakımından kontrol grubuna göre anlamlı farklılık oluşturmadığı tespit edilmiştir.
AtıfOpenAlex3TR Dizin6İncele - MakaleAçık Erişim2022The Process of Learning the Probability with Metacognitive Inquiry: A Teaching Experiment
Öztürk, Mesut; Kılıç, Mehmet Akif
This study was conducted to evaluate the learning environment based on metacognitive inquiry designed for elementary school mathematics teacher candidates. A learning environment based on metacognitive inquiry was created for the teaching of the concept of probability. In this learning environment, as a result of the interviews made after each application and the observations of the researcher, arrangements were made in the learning environment. Within the scope of the regulations, an alternative model based on metacognitive inquiry emerged for pre-service mathematics teachers. In this study, which was carried out according to the qualitative research design, the teaching experiment model was used. 31 pre-service mathematics teacher candidates participated in the study. The data of the study were collected by interview form, observation form and participant diaries. The results showed that in the learning environment based on metacognitive inquiry, the clues that lead the participants to the solution were necessary in the first applications, but the participants did not need these clues in the further applications. In addition, the activities that started as small group work were transformed into individual activities in line with the feedback received from the students. It was determined that pre-service teachers made more inquiries in individual practices.
AtıfOpenAlex2TR Dizin3İncele - MakaleYalnız künye2021Scopus SJRQ1An embedded mixed method study on teaching algebraic expressions using metacognition-based training
Öztürk, Mesut
That the students are aware of the learning process and know how they learn is important in terms of both controlling their previous learning and building their new learning on the previous ones. This thinking process, which generally requires metacognitive skills, may facilitate the difficulties experienced by the students while passing on from arithmetic to algebraic thinking. This study had two purposes:(1) to examine the effect of the IMPROVE method, a metacognitive training method, on the academic achievement of middle school students regarding algebraic expressions and (2) to examine the teaching process of algebraic expressions with IMPROVE. This study was conducted as an embedded mixed design. Forty-nine sixth grade students participated in the quantitative part of the study, while only six students from the experimental group participated in the qualitative part. The quantitative results of the study showed that there was a significant difference between the students’ total achievement scores regarding algebraic expressions and the achievement scores in the questions requiring high-level thinking skills in favor of the experimental group. It has been found in the comparisons made based on cognitive field levels that there is a statistically significant difference in favor of the group that received metacognition-based education in synthesis level questions. The qualitative results indicated that this teaching method increased students’ interest, contributed to their conceptual learning and improved their various affective characteristics. Also, it has been determined that the students who receive metacognition-based education do enjoy learning with this teaching method and that they think this method should be sustainable for the upcoming lessons.
AtıfScopus15WoS10OpenAlex22İncele - MakaleAçık Erişim2021Scopus SJRQ1The relationship between the mathematical reasoning skills and video game addiction of Turkish middle schools students: A serial mediator model
Öztürk, Mesut; Sarikaya, İsmail
The reasoning is required for important mathematical skills such as understanding mathematics, problem-solving, and proving. Therefore, it is crucial to examine the reasoning skills of individuals. This study was conducted to determine the serial mediator effect of the negative automatic thoughts and self-regulation within the relationship between reasoning skills and video game addiction of middle-school students. The correlational research model among the quantitative research designs was used in this study which was conducted with the participation of 468 middle-school students. Reasoning skill scale, video game addiction scale, negative automatic thoughts scale, and perceived self-regulation scale were used in the data collection process. The obtained data were analyzed with correlation analysis and mediator variable analysis. In the end, the results indicated that negative automatic thoughts and self-regulation skills had a mediator effect between middle-school students’ video game addiction and reasoning skills.
AtıfScopus16WoS9OpenAlex20İncele - MakaleAçık Erişim2020Scopus SJRQ3Examination of Sixth Grade Students’ Problem-Posing Skills: A Case Study
Öztürk, Mesut; Demir, Fatih; Ada, Kübra
The aim of this study is to examine the sixth grade students' skills in different problem situations requiring four operations in natural numbers and their views on problem posing. Participants of this study, where case study of qualitative research methods were preferred, consisted of 15 students studying at sixth grade level In the study, a problem-posing test including different problem-posing situations, and a semi-structured interview form related to basic operations in natural numbers, were used as data collection tools. Problem posing test consisted of 10 questions. The semi-structured interview form includes open-ended questions on students' mathematical problems and thoughts on problem solving.. The data obtained from the problem-posing test were analyzed with regard to the rubric of the test.. The answers were first classified as “empty”, “not a problem” and “problem”. Afterwards the answers determined to be a problem were evaluated and analyzed according to the criteria of “language”, “complexity of the problem” and “solvability” in the rubric put forward by Ada and Öztürk (2019). The data obtained from the interviews with the students were analyzed by descriptive analysis. According to the results of the study, while some of the students left the questions blank, a larger part of them could not form a problem sentence even though they answered the questions. In addition, a number of errors were identified in the students' perception of the problem concept. While students were able to pose problems in the most selection cases, they were able to pose very few problems in case of free problems. When the findings of the students' views are considered within the scope of the study, it is determined that problem-posing helps to understand the problem from a cognitive point of view and contributes to the meaning of procedural expression or mathematical subject. At the same time, it has been found that problem-posing creates positive attitudes in students by reducing prejudice against problems in terms of affective aspects and affects students' attitudes towards mathematics and brings them closer to the lesson. In line with the results of the study, some suggestions were made to the research and education stakeholders.
AtıfOpenAlex8TR Dizin6İncele - MakaleAçık Erişim2020Investigation of Teacher Knowledge of Elementary Mathematics Teachers: Case of Probability
Öztürk, Mesut; Küçük Demir, Betül; Kılıç, Mehmet Akif
This study was conducted in order to examine the content knowledge ofmathematics teachers and to determine their views on probability issues. In thestudy, the case study model was used from the qualitative research designs. Theparticipants of the study were six elementary mathematics teachers who is Turkey'snorth-east province who served. Teachers participating in the study were selectedby quota sampling method. The criteria of the study were determined as teachers'masters and professional seniority. The data of the study were collected by semistructured interview form. In the form of semi-structured interviews, teachers wereasked questions of cognitive and affective questions related to the adequacy ofprobability information. Content analysis method was used in the data analysis.The results of the current study shows that the teachers considered the probabilitycontent knowledge is sufficient, but did not find the pedagogical contentknowledge sufficient. Another result of the study is that some teachers do not knowthe concept of discrete event and independent event. Therefore, teachers havedifficulty in distinguishing between discrete event and independent eventconcepts.
AtıfOpenAlex2TR Dizin1İncele - MakaleAçık Erişim2020Scopus SJRQ3The Relationship between Self-Regulation and Proportional Reasoning: The Mediating Role of Reflective Thinking towards Problem Solving
Öztürk, Mesut
The present study examines the mediating impact of reflective thinking on problem-solving among seventh-grade students, focusing on the link between self-regulation and proportional reasoning. A relational research model was used to provide the quantitative research design. The prediction model proposed in this study was tested with 279 seventh-grade middle-school students. Data were collected using the 'Reflective thinking towards problem-solving scale', the 'Perceived self-regulation scale' and the 'Proportional reasoning skill test'. Correlation and mediation analyses were performed on the collected data. The results demonstrate that reflective thinking toward problem-solving is significantly related to self-regulation and proportional reasoning. The mediation analysis shows that seventh-grade students' reflective-thinking skills towards problem-solving partially mediate between their self-regulation levels and proportional-reasoning skills.
AtıfScopus2WoS1OpenAlex10TR Dizin3İncele - MakaleYalnız künye2020Scopus SJRQ2Reading comprehension, Mathematics self-efficacy perception, and Mathematics attitude as correlates of students’ non-routine Mathematics problem-solving skills in Turkey
Öztürk, Mesut; Akkan, Yaşar; Kaplan, Abdullah
Literature that investigates the factors affecting problem-solving evaluates the cognitive and affective components, such as reading comprehension, metacognition, Mathematics anxiety, Mathematics attitude and Mathematics self-efficacy. Recently, studies have shown that Mathematics attitude and Mathematics self-efficacy as affective factors, and reading comprehension as a cognitive factor could play a crucial role in the problem-solving of middle school students. This study investigated the influence of reading comprehension skill, Mathematics self-efficacy perception and Mathematics attitude on non-routine Mathematics problem-solving skills. It is hypothesized that non-routine problem-solving skills are related to reading comprehension skills, Mathematics self-efficacy perception and Mathematics attitudes. To achieve this aim, a reading comprehension skill test, a Mathematics self-efficacy perception scale, a Mathematics attitude scale and a non-routine problem-solving skill test were applied. The instruments were completed by 362 middle school students. A correlation analysis was used to determine the relationship of variables on non-routine problem-solving skills, and the predictive effects of the predictor variables on non-routine Mathematics problem-solving skills were examined by hierarchical regression analysis. The analysis also showed that for middle-school students’ non-routine Mathematics problem-solving skills, all related factors–reading comprehension, Mathematics self-efficacy perception and Mathematics attitude were significant. Reading comprehension skills and Mathematics self-efficacy perception significantly predicted problem-solving skills, and both predictors explained a total of 22% of the total variance.
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