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The Effect of Mathematical Metacognition Awareness on Academic Resilience in Mathematics

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Title: The Effect of Mathematical Metacognition Awareness on Academic Resilience in Mathematics
Language: English
Authors: Emine Oren Ozdemir, Gamze Dandil Sert, Ibrahim Yildirim
Source: Mathematics Teaching Research Journal. 2024 16(5):116-135.
Availability: City University of New York. Creative Commons. 205 East 42 Street, New York, NY 10017. Web site: https://mtrj.commons.gc.cuny.edu/
Peer Reviewed: Y
Page Count: 20
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Elementary Education
Grade 7
Junior High Schools
Middle Schools
Secondary Education
Grade 8
Descriptors: Mathematics Education, Metacognition, Resilience (Psychology), Grade 7, Grade 8, Secondary School Students, Correlation, Knowledge Level, Foreign Countries, Self Determination
Geographic Terms: Turkey
ISSN: 2573-4377
Abstract: The aim of the study is to reveal the effect of mathematical metacognition awareness on academic resilience in mathematics with the Structural Equation Modelling (SEM). Accordingly, the direct and indirect effects of mathematical knowledge, mathematical monitoring, and mathematical determination, on academic resilience in mathematics were investigated. For the study, data were collected from 650 students (330 females and 320 males) in the 7th and 8th grades of secondary schools in two provinces in southern Turkey in the 2022-2023 academic years. The data were collected with the Academic Resilience Scale in Mathematics and the Mathematical Metacognition Awareness Scale. The collected data were analyzed with SPSSv23 and AMOS. It was found that mathematical monitoring, one of the subdimensions of mathematical metacognition, directly affected academic resilience in mathematics, while mathematical knowledge and mathematical determination indirectly affected academic resilience in mathematics. Thus, individuals who control their own performance in the process of learning mathematics and ask questions about the learning process will have high levels of academic resilience in mathematics. It is thought that obtaining the effect of mathematical metacognitive awareness on academic resilience in mathematics will shed light on classroom practices in mathematics teaching.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1464407
Database: ERIC
FullText Text:
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  Data: <searchLink fieldCode="AR" term="%22Emine+Oren+Ozdemir%22">Emine Oren Ozdemir</searchLink><br /><searchLink fieldCode="AR" term="%22Gamze+Dandil+Sert%22">Gamze Dandil Sert</searchLink><br /><searchLink fieldCode="AR" term="%22Ibrahim+Yildirim%22">Ibrahim Yildirim</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Mathematics+Teaching+Research+Journal%22"><i>Mathematics Teaching Research Journal</i></searchLink>. 2024 16(5):116-135.
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  Data: City University of New York. Creative Commons. 205 East 42 Street, New York, NY 10017. Web site: https://mtrj.commons.gc.cuny.edu/
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  Data: The aim of the study is to reveal the effect of mathematical metacognition awareness on academic resilience in mathematics with the Structural Equation Modelling (SEM). Accordingly, the direct and indirect effects of mathematical knowledge, mathematical monitoring, and mathematical determination, on academic resilience in mathematics were investigated. For the study, data were collected from 650 students (330 females and 320 males) in the 7th and 8th grades of secondary schools in two provinces in southern Turkey in the 2022-2023 academic years. The data were collected with the Academic Resilience Scale in Mathematics and the Mathematical Metacognition Awareness Scale. The collected data were analyzed with SPSSv23 and AMOS. It was found that mathematical monitoring, one of the subdimensions of mathematical metacognition, directly affected academic resilience in mathematics, while mathematical knowledge and mathematical determination indirectly affected academic resilience in mathematics. Thus, individuals who control their own performance in the process of learning mathematics and ask questions about the learning process will have high levels of academic resilience in mathematics. It is thought that obtaining the effect of mathematical metacognitive awareness on academic resilience in mathematics will shed light on classroom practices in mathematics teaching.
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 20
        StartPage: 116
    Subjects:
      – SubjectFull: Mathematics Education
        Type: general
      – SubjectFull: Metacognition
        Type: general
      – SubjectFull: Resilience (Psychology)
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      – SubjectFull: Grade 7
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      – SubjectFull: Secondary School Students
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      – SubjectFull: Correlation
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      – SubjectFull: Knowledge Level
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Self Determination
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      – SubjectFull: Turkey
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      – TitleFull: The Effect of Mathematical Metacognition Awareness on Academic Resilience in Mathematics
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            NameFull: Ibrahim Yildirim
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              Y: 2024
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