Department of Mathematics and Science Education, Faculty of Education, University of Malaya, Kuala Lumpur, Malaysia.
PLoS One. 2018 Nov 6;13(11):e0206211. doi: 10.1371/journal.pone.0206211. eCollection 2018.
This study investigates the relationship between metacognition and achievement goals which may influence mathematical modeling competency in students of mathematics education programs. The current study employs 538 students of mathematics education program; 483 (89.8%) of whom are male and 55 (10.2%) are aged from 18 years old to 22 years old. The study follows a correlational research design to investigate and measure the degree of relationship amongst mathematical modeling competencies, achievement goals and metacognition. Results indicate that achievement goals and metacognition positively influence mathematical modeling competency. Moreover, four metacognition dimensions including awareness, planning, cognitive strategy and self-checking are positive partial mediators because they increase the association between achievement goals and mathematical modeling competency. In conclusion, metacognition and achievement goals positively affect students' mathematical modeling competency.
本研究旨在探讨元认知与成就目标之间的关系，这可能会影响数学教育专业学生的数学建模能力。本研究共调查了 538 名数学教育专业的学生，其中 483 名（89.8%）为男性，55 名（10.2%）年龄在 18 至 22 岁之间。本研究采用相关研究设计，旨在调查和衡量数学建模能力、成就目标和元认知之间的关系程度。结果表明，成就目标和元认知对数学建模能力有积极影响。此外，元认知的四个维度，包括意识、计划、认知策略和自我检查，是积极的部分中介变量，因为它们增加了成就目标和数学建模能力之间的关联。总之，元认知和成就目标对学生的数学建模能力有积极影响。
