Achievement Goals, Metacognition and Horizontal Mathematization: A Mediational Analysis

Hermandra, Riyan Hidayat; Lestari, Zetriuslita Shindy; Qudratuddarsi, Hilman

doi:10.18421/tem114-14

TEM Journal

2022

DOI: 10.18421/tem114-14

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Achievement Goals, Metacognition and Horizontal Mathematization: A Mediational Analysis

Riyan Hidayat Hermandra¹,

Zetriuslita Shindy Lestari²,

Hilman Qudratuddarsi³

Abstract: When it comes to providing pupils with real-world experiences, mathematical modelling is essential. The objective of this study is to test the interrelationships between metacognition and goals of achievement, which was predicted to influence horizontal mathematization. Female students accounted for 89.8% of the 538 valid participants, while male students accounted for 10.2%. The study was conducted using a correlational method to examine the level of correlations among metacognition, goals of achievement, and… Show more

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2023

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Cited by 2 publications

References 43 publications

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The sub-dimensions of metacognition and their influence on modeling competency

Hidayat,

Hermandra,

Ying

2023

Humanit Soc Sci Commun

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Mathematical modeling is indeed a versatile skill that goes beyond solving real-world problems. Numerous studies show that many students struggle with the intricacies of mathematical modeling and find it a challenging and complex task. One important factor related to mathematical modeling is metacognition which can significantly impact expert and student success in a modeling task. However, a notable gap of research has been identified specifically in relation to the influence of metacognition in mathematical modeling. The study’s main goal was to assess whether the different sub-dimensions of metacognition can predict the sub-constructs of a student’s modeling competence: horizontal and vertical mathematization. The study used a correlational research design and involved 538 participants who were university students studying mathematics education in Riau Province, Indonesia. We employed structural equation modeling (SEM) using AMOS version 18.0 to evaluate the proposed model. The measurement model used to assess metacognition and modeling ability showed a satisfactory fit to the data. The study found that the direct influence of awareness on horizontal mathematization was insignificant. However, the use of cognitive strategies, planning, and self-checking had a significant positive effect on horizontal mathematization. Concerning vertical mathematization, the direct effect of cognitive strategy, planning, and awareness was insignificant, but self-checking was positively related to this type of mathematization. The results suggest that metacognition, i.e., awareness and control over a person’s thinking processes, plays an important role in modeling proficiency. The research implies valuable insights into metacognitive processes in mathematical modeling, which could inform teaching approaches and strategies for improving mathematical modeling. Further studies can build on these findings to deepen our understanding of how cognitive strategies, planning, self-assessment, and awareness influence mathematical modeling in both horizontal and vertical contexts.

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The sub-dimensions of metacognition and their influence on modeling competency

Hidayat,

Hermandra,

Ying

2023

Humanit Soc Sci Commun

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SWOM strategy and influence of its using on developing mathematical thinking skills and on metacognitive thinking among gifted tenth-grade students

AlAli

Wardat

Al-Qahtani

2023

EURASIA J Math Sci Tech Ed

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Education is important for the advancement of peoples and countries, so it is necessary to take care of the learners by providing them with the skills and experience to face problems systematically based on sound thinking, by following appropriate teaching strategies. Therefore, this study aimed to use the school wide optimum mode (SWOM) strategy to reveal its effect on meta-cognitive thinking, and the effect of its employment in developing the mathematical thinking skills of gifted tenth-grade students. The analytical descriptive approach and the experimental approach were used. 84 gifted male and female students from the tenth grade were randomly selected. The data were analyzed using SPSS and evaluated according to the Rasch model. The study results showed that there were statistically significant differences between the average level of metacognitive thinking among gifted students who learned using SWOM strategy, and the average level of metacognitive thinking among students who learned traditionally, in favor of the students who learned using SWOM strategy. The results of the study also showed that there were statistically significant differences between the average scores of gifted students who learned using SWOM strategy, and the average scores of gifted students who learned traditionally in a mathematical thinking skills test, in favor of the students who learned using SWOM strategy.

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Achievement Goals, Metacognition and Horizontal Mathematization: A Mediational Analysis

Cited by 2 publications

References 43 publications

The sub-dimensions of metacognition and their influence on modeling competency

The sub-dimensions of metacognition and their influence on modeling competency

SWOM strategy and influence of its using on developing mathematical thinking skills and on metacognitive thinking among gifted tenth-grade students

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