Longitudinal and reciprocal links between metacognition, mathematical modeling competencies, and mathematics achievement in grades 7–8: A cross-lagged panel analysis
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引用次数: 0
Abstract
The relevance of metacognition and mathematical modeling competencies to the development of good mathematics achievement throughout schooling is well-documented. However, few studies have explored the longitudinal relationship among metacognition, mathematical modeling competencies, and mathematics achievement. More importantly, the existing research has mostly focused on unidirectional effects with metacognition typically modelled as antecedents of mathematical modeling competencies and mathematics achievement. Nevertheless, the relationships among metacognition, mathematical modeling competencies, and mathematics achievement may be dynamic, and variables might reciprocally influence each other. Hence, we conducted a longitudinal study examining the reciprocal associations between metacognition, mathematical modeling competencies, and mathematics achievement. To this end, we recruited 408 seventh-grade students to complete a metacognition-related questionnaire and a mathematical modeling competencies test concurrently. This procedure was repeated one year later. A cross-lagged panel analysis showed four main findings: (a) metacognition in Grade 7 longitudinally predicted mathematical modeling competencies in Grade 8; (b) mathematical modeling competencies in Grade 7 longitudinally predicted metacognition and mathematics achievement; (c) higher levels of mathematics achievement drive the subsequent shaping of metacognition and mathematical modeling competencies; (d) There were no gender differences among metacognition, mathematical modeling competencies, and mathematics achievement. Finally, theoretical and practical implications are discussed.
期刊介绍：
The journal "Metacognition and Learning" addresses various components of metacognition, such as metacognitive awareness, experiences, knowledge, and executive skills.
Both general metacognition as well as domain-specific metacognitions in various task domains (mathematics, physics, reading, writing etc.) are considered. Papers may address fundamental theoretical issues, measurement issues regarding both quantitative and qualitative methods, as well as empirical studies about individual differences in metacognition, relations with other learner characteristics and learning strategies, developmental issues, the training of metacognition components in learning, and the teacher’s role in metacognition training. Studies highlighting the role of metacognition in self- or co-regulated learning as well as its relations with motivation and affect are also welcomed.
Submitted papers are judged on theoretical relevance, methodological thoroughness, and appeal to an international audience. The journal aims for a high academic standard with relevance to the field of educational practices.
One restriction is that papers should pertain to the role of metacognition in learning situations. Self-regulation in clinical settings, such as coping with phobia or anxiety outside learning situations, is beyond the scope of the journal.
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