@article {MATHEDUC.05267705,
    author       = {Zhou, Ying and Tang, Jian-lan},
    title        = {Influence of sophomores\rq\ metacognition in mathematical problem solving on mathematical problem solving.},
    year         = {2007},
    journal      = {Journal of Mathematics Education},
    volume       = {16},
    number       = {2},
    issn         = {1004-9894},
    pages        = {60-63},
    publisher    = {Editorial Department of Journal of Mathematics Education c/o Tianjin Normal University, Tianjin},
    abstract     = {Summary: An inventory and a test on mathematics problem solving were conducted to normal college students. The results suggest: (1) cognitive experience of metacognition has a significantly positive effect and regression on the assignment performance of simple problems; (2) metacognitive experience, evaluation, reflection, regulation and control of metacognition have a significantly positive effect on the assignment of complicated problems; but the assignment performance of complicated problems is regressed only on affective experience of metacognition and reflection of metacognition; (3) affective experience of metacognition, evaluation, reflection, regulation and control of metacognition have a significantly positive effect on the assignment of open-end problems; But the assignment performance of open-end problem is regressed only on affective experience of metacognition, reflection, regulation and control of metacognition; (4) in term of assignment performance of open-ended and complicated problems, the group of higher-level metacognition is significantly better than group of lower-level metacognition.},
    msc2010      = {C30xx (D50xx)},
    identifier   = {2008c.00105},
}