THE MEDIATING ROLE OF METACOGNITIVE SELF-REGULATION SKILLS IN THE RELATIONSHIP BETWEEN PROBLEM-POSING SKILLS AND MATHEMATICS ACHIEVEMENT OF PRIMARY PRE-SERVICE TEACHERS

SÜMEN Ö. Ö.

IOJET, vol.8, no.3, pp.2081-2096, 2021 (Peer-Reviewed Journal) identifier

  • Publication Type: Article / Article
  • Volume: 8 Issue: 3
  • Publication Date: 2021
  • Journal Name: IOJET
  • Journal Indexes: EBSCO Education Source, Educational research abstracts (ERA), ERIC (Education Resources Information Center), MLA - Modern Language Association Database, Directory of Open Access Journals, TR DİZİN (ULAKBİM)
  • Page Numbers: pp.2081-2096
  • Ondokuz Mayıs University Affiliated: No

Abstract

Metacognitive self-regulation is the ability to organize an individual's mental activities according to his/her goals, and it has been found to affect students' mathematics achievement. However, its relationship with problem-solving and posing skills is still not clarified. This study aims to examine the mediating role of metacognitive self-regulation skills in the relationship between primary pre-service teachers' problem-posing skills and mathematics achievement. Participants consist of 165 primary pre-service teachers studying at different grade levels in the Primary School Teaching Department. The data were collected with the metacognitive self-regulation scale and the problem-posing test consisting of semi-structured problem-posing questions. The proposed hypothesis regarding the role of metacognitive self-regulation in the relationship between problem-posing and mathematics achievement in the study was tested by structural equation modeling and confirmed by bootstrap analysis. Analysis results revealed that problem-posing and metacognitive self-regulation significantly predicted mathematics achievement, but metacognitive self-regulation was not a significant mediator between problem-posing and mathematics achievement.