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

MakaleAçık ErişimScopus SJRQ2
  • SDG 4 · Nitelikli Eğitim

Özet

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.

Anahtar Kelimeler

MathematicsMediator variableMetacognitionNative languageProblem posing
RDL Kalıcı Bağlantı (PID)
https://rdlopen.rawdatalibrary.net/r/bayburt/13037Resmi atıflarda kullanılan kalıcı adres
DOI
https://doi.org/10.33902/jpr.202323665Yayıncı resmi DOI adresi
İndeks kayıtları
ScopusScopus
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Atıflar
Scopus
3
OpenAlex
2
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Tam Kayıt
AlanDeğerDil
dc.contributor.authorAda Yıldız, Kübra
dc.contributor.authorÖztürk, Mesut
dc.date.accessioned2026-10-29T19:10:23.299449899Z
dc.date.available2026-10-29T19:10:23.299449899Z
dc.date.issued2023
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.
dc.identifier.doi10.33902/jpr.202323665
dc.identifier.endpage343
dc.identifier.issn2602-3717
dc.identifier.issue5
dc.identifier.scopus2-s2.0-85180854005
dc.identifier.startpage324
dc.identifier.urihttps://rdlopen.rawdatalibrary.net/r/bayburt/13037
dc.identifier.volume7
dc.language.isoen
dc.publisherDuzce University, Faculty of Education
dc.relation.ispartofJournal of Pedagogical Research
dc.rightsinfo:eu-repo/semantics/openAccess
dc.subjectMathematics
dc.subjectMediator variable
dc.subjectMetacognition
dc.subjectNative language
dc.subjectProblem posing
dc.titleRelationship between middle school students’ metacognition and problem-posing performance: A serial mediation analysis
dc.typeArticle
rdl.citation.openalex2
rdl.citation.scopus3
rdl.oa.statusgold
rdl.oa.urlhttps://www.ijopr.com/download/relationship-between-middle-school-students-metacognition-and-problem-posing-performance-a-serial-13934.pdf
rdl.scopus.quartileQ2
rdl.sdgSDG04
rdl.source.indexSCOPUS