Meta-cognitive behaviour and mathematical modelling competency: mediating effect of performance goals
Guided by a model promoted by Biccard and Wessels (2011) and empirical evidence, this work aims to examine a model that includes meta-cognitive behaviour and mathematical modelling competency with the indirect effects of two performance goal sub-constructs, namely, other-approach and other-avoidance...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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Elsevier
2020-04-01
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| Series: | Heliyon |
| Subjects: | |
| Online Access: | http://www.sciencedirect.com/science/article/pii/S2405844020306459 |
| _version_ | 1828756857303334912 |
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| author | Riyan Hidayat Sharifah Norul Akmar Syed Zamri Hutkemri Zulnaidi Putri Yuanita |
| author_facet | Riyan Hidayat Sharifah Norul Akmar Syed Zamri Hutkemri Zulnaidi Putri Yuanita |
| author_sort | Riyan Hidayat |
| collection | DOAJ |
| description | Guided by a model promoted by Biccard and Wessels (2011) and empirical evidence, this work aims to examine a model that includes meta-cognitive behaviour and mathematical modelling competency with the indirect effects of two performance goal sub-constructs, namely, other-approach and other-avoidance goals. The study investigates the correlation between meta-cognitive behaviour and performance goals that may affect mathematical modelling competency. A total of 538 mathematics education programme students (89.8% female and 10.2% male) in Indonesia are considered. A correlational study is performed to examine the level of the link amongst mathematical modelling competency, performance goals and meta-cognitive behaviour. Results show that meta-cognitive behaviour positively affects mathematical modelling competency, but no significant direct relationship is observed between performance goals and mathematical modelling competency. Furthermore, other-approach and other-avoidance goals are significant mediators between meta-cognitive behaviour and mathematical modelling competency. We conclude that meta-cognitive behaviour positively influences the mathematical modelling competency of students, which is unaffected by other-approach and other-avoidance goals. |
| first_indexed | 2024-12-10T23:23:08Z |
| format | Article |
| id | doaj.art-8dd82216e8ee4475840ff7325fd7dbbd |
| institution | Directory Open Access Journal |
| issn | 2405-8440 |
| language | English |
| last_indexed | 2024-12-10T23:23:08Z |
| publishDate | 2020-04-01 |
| publisher | Elsevier |
| record_format | Article |
| series | Heliyon |
| spelling | doaj.art-8dd82216e8ee4475840ff7325fd7dbbd2022-12-22T01:29:39ZengElsevierHeliyon2405-84402020-04-0164e03800Meta-cognitive behaviour and mathematical modelling competency: mediating effect of performance goalsRiyan Hidayat0Sharifah Norul Akmar Syed Zamri1Hutkemri Zulnaidi2Putri Yuanita3Department of Mathematics and Science Education, Faculty Education, University of Malaya, 50603, Kuala Lumpur, Malaysia; Corresponding author.Department of Mathematics and Science Education, Faculty Education, University of Malaya, 50603, Kuala Lumpur, MalaysiaDepartment of Mathematics and Science Education, Faculty Education, University of Malaya, 50603, Kuala Lumpur, MalaysiaDepartment of Mathematics Educational Program, Faculty Education, Riau University, Pekanbaru, IndonesiaGuided by a model promoted by Biccard and Wessels (2011) and empirical evidence, this work aims to examine a model that includes meta-cognitive behaviour and mathematical modelling competency with the indirect effects of two performance goal sub-constructs, namely, other-approach and other-avoidance goals. The study investigates the correlation between meta-cognitive behaviour and performance goals that may affect mathematical modelling competency. A total of 538 mathematics education programme students (89.8% female and 10.2% male) in Indonesia are considered. A correlational study is performed to examine the level of the link amongst mathematical modelling competency, performance goals and meta-cognitive behaviour. Results show that meta-cognitive behaviour positively affects mathematical modelling competency, but no significant direct relationship is observed between performance goals and mathematical modelling competency. Furthermore, other-approach and other-avoidance goals are significant mediators between meta-cognitive behaviour and mathematical modelling competency. We conclude that meta-cognitive behaviour positively influences the mathematical modelling competency of students, which is unaffected by other-approach and other-avoidance goals.http://www.sciencedirect.com/science/article/pii/S2405844020306459PsychologyEducationConfirmatory factor analysisMathematical modelling competencyMeta-cognitive behaviourPerformance goals |
| spellingShingle | Riyan Hidayat Sharifah Norul Akmar Syed Zamri Hutkemri Zulnaidi Putri Yuanita Meta-cognitive behaviour and mathematical modelling competency: mediating effect of performance goals Heliyon Psychology Education Confirmatory factor analysis Mathematical modelling competency Meta-cognitive behaviour Performance goals |
| title | Meta-cognitive behaviour and mathematical modelling competency: mediating effect of performance goals |
| title_full | Meta-cognitive behaviour and mathematical modelling competency: mediating effect of performance goals |
| title_fullStr | Meta-cognitive behaviour and mathematical modelling competency: mediating effect of performance goals |
| title_full_unstemmed | Meta-cognitive behaviour and mathematical modelling competency: mediating effect of performance goals |
| title_short | Meta-cognitive behaviour and mathematical modelling competency: mediating effect of performance goals |
| title_sort | meta cognitive behaviour and mathematical modelling competency mediating effect of performance goals |
| topic | Psychology Education Confirmatory factor analysis Mathematical modelling competency Meta-cognitive behaviour Performance goals |
| url | http://www.sciencedirect.com/science/article/pii/S2405844020306459 |
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