Longitudinal and reciprocal links between metacognition, mathematical modeling competencies, and mathematics achievement in grades 7–8: A cross-lagged panel analysis

IF 3.9 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Guohao He, Hongyi Lin, Aoxue Su
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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.

Abstract Image

元认知、数学建模能力与 7-8 年级数学成绩之间的纵向和互惠联系:跨滞后面板分析
元认知和数学建模能力与学生在整个学习过程中取得良好的数学成绩息息相关。然而,很少有研究探讨元认知、数学建模能力和数学成绩之间的纵向关系。更重要的是,现有的研究大多侧重于单向效应,元认知通常被视为数学建模能力和数学成绩的前因。然而,元认知、数学建模能力和数学成绩之间的关系可能是动态的,变量之间可能相互影响。因此,我们开展了一项纵向研究,探讨元认知、数学建模能力和数学成绩之间的相互关系。为此,我们招募了 408 名七年级学生,让他们同时完成元认知相关问卷和数学建模能力测试。一年后,我们重复了这一过程。交叉滞后面板分析显示了四个主要发现:(a)七年级的元认知纵向预测了八年级的数学建模能力;(b)七年级的数学建模能力纵向预测了元认知和数学成绩;(c)更高水平的数学成绩推动了元认知和数学建模能力的后续发展;(d)元认知、数学建模能力和数学成绩之间没有性别差异。最后,讨论了理论和实践意义。
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来源期刊
CiteScore
6.20
自引率
15.20%
发文量
39
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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