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Asia Pacific Education Review

, Volume 12, Issue 2, pp 227–235 | Cite as

An investigation of the relationship between metacognition and mathematics achievement

  • Gökhan ÖzsoyEmail author
Article

Abstract

The aim of this study is to determine fifth-grade students’ metacognitive knowledge and skills and its relationship with mathematics achievements. A total of 242 primary school students from six different schools were participated in the study. Turkish version of Metacognitive Knowledge and Skills Assessment (MSA-TR) was used to measure metacognitive knowledge and skills. The results demonstrated a significant and positive relationship (r = .648, p < .01) between metacognition and mathematics achievement. Furthermore, research results showed that 42% of total variance of mathematics achievement could be explained with metacognitive knowledge and skills.

Keywords

Metacognition Metacognitive knowledge Metacognitive skills Achievement Mathematics achievement 

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Copyright information

© Education Research Institute, Seoul National University, Seoul, Korea 2010

Authors and Affiliations

  1. 1.Department of Elementary Education, Faculty of EducationAksaray UniversityAksarayTurkey

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