Mathematics Self-efficacy and Meta-Cognition Among University Students

The Anxiety and Metacognitive Awareness Levels of Secondary School Students towards Mathematics and the Effect of Related Variables on Their Mathematics Achievements

“…Yapılan araştırmalar üstbilişsel farkındalığı yüksek öğrencilerin matematik başarılarının da yüksek olduğu (Aydemir ve Kubanç, 2014;Bağçeci, Döş ve Sarıca, 2011;Jaafar & Ayub, 2010;Özsoy, 2011;Kaplan ve Duran, 2015;Kaya ve Fırat, 2011;Kılınç ve Doğan, 2014) ve üstbilişsel davranışlara yönelik verilecek eğitimin öğrencilerin genel olarak matematiğe yönelik başarılarında (Küçük-Özcan, 2000;Zan, 2000) daha özel olarak ise matematiksel problem çözme başarılarında (Adibnia & Putt, 1998;Desoete, Roeyers & De Clercq, 2003;Kramarski, Mevarech & Arami, 2002;Mevarech, 1999;Mevarech & Kramarski, 2003;Nancarrow, 2004;Özsoy & Ataman, 2009) artışa neden olduğu alanyazında yer bulmaktadır. Matematik kaygısı açsından ele alındığında ise genel itibariyle kaygısı yüksek öğrencilerin başarılarının düşük olduğu söylenebilir (Akgül, 2008;Arıkam, 2004;Bekdemir, 2009;Bindak ve Dursun, 2011;Bozkurt, 2012;Clute, 1984;Konca, 2008;Pourmoslemi, Erfani & Firoozfar, 2013;Sapma, 2013;Tan, 2015;Varol, 1990;Venkatesh Kumar & Karimi, 2010;Yenilmez ve Özabacı, 2003;Yenilmez ve Özbey, 2006).…”

Pre-service Secondary Mathematics Teachers' Metacognitive Awareness and Metacognitive Behaviours in Problem Solving Processes

“…Similarly Jaafar and Ayub [57] referred that a great number of university students who were in different departments and had taken the analysis lesson, had high level of awareness and a very few number of them were in low level.…”

“…Students who have this skill can have the ability to control and monitor process related to the problems, interrogate logically and make placements [9,28,30]. Much research showed that the students who often demonstrated metacognitive behaviours are mainly much more successful in mathematics [24,57], very active in the problem-solving process [11,52] and also better in the problem solving [9,11,27,29,53].…”

Evaluation of the Performance Model of Social Cognitive Theory of Career: Contributions of Differential Learning Experiences

“…In order to societies (Allexsaht-Snider & Hart, 2001;Middleton & Spanias, 1999). In fact, knowledge about the construction of ideas, application of procedures, and abilities to solve problems are critical for learning (Jaafar & Ayub, 2010).…”