
06619301
j
2016e.00461
\"Ozcan, Zeynep \c{C}i\u{g}dem
The relationship between mathematical problemsolving skills and selfregulated learning through homework behaviours, motivation, and metacognition.
Int. J. Math. Educ. Sci. Technol. 47, No. 3, 408420 (2016).
2016
Taylor \& Francis, Abingdon, Oxfordshire
EN
D53
C43
C33
C23
problem solving
selfregulated learning
metacognition
motivation
homework behaviour
doi:10.1080/0020739X.2015.1080313
Summary: Studies highlight that using appropriate strategies during problem solving is important to improve problemsolving skills and draw attention to the fact that using these skills is an important part of students' selfregulated learning ability. Studies on this matter view the selfregulated learning ability as key to improving problemsolving skills. The aim of this study is to investigate the relationship between mathematical problemsolving skills and the three dimensions of selfregulated learning (motivation, metacognition, and behaviour), and whether this relationship is of a predictive nature. The sample of this study consists of 323 students from two public secondary schools in Istanbul. In this study, the mathematics homework behaviour scale was administered to measure students' homework behaviours. For metacognition measurements, the mathematics metacognition skills test for students was administered to measure offline mathematical metacognitive skills, and the metacognitive experience scale was used to measure the online mathematical metacognitive experience. The internal and external motivational scales used in the Programme for International Student Assessment (PISA) test were administered to measure motivation. A hierarchic regression analysis was conducted to determine the relationship between the dependent and independent variables in the study. Based on the findings, a model was formed in which 24\% of the total variance in students' mathematical problemsolving skills is explained by the three subdimensions of the selfregulated learning model: internal motivation (13\%), willingness to do homework (7\%), and postproblem retrospective metacognitive experience (4\%).