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Does Mastery of Goal Components Mediate the Relationship between Metacognition and Mathematical Modelling Competency?

Prior studies suggested close correlations among metacognition, mastery goal, and mathematical modelling competency. The present study examines the relationship between metacognition and mastery goal that may influence mathematical modelling competency. The current study employs 538 students of a ma...

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Main Authors:	Hidayat, Riyan, Zamri, Sharifah Norul Akmar Syed, Zulnaidi, Hutkemri
Format:	Article
Published:	EDAM-Education Consultancy Limited 2018
Subjects:	L Education (General) LB Theory and practice of education QA Mathematics
Online Access:	http://eprints.um.edu.my/21896/ https://doi.org/10.12738/estp.2018.3.0108
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id	my.um.eprints.21896
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spelling	my.um.eprints.218962019-08-08T03:43:42Z http://eprints.um.edu.my/21896/ Does Mastery of Goal Components Mediate the Relationship between Metacognition and Mathematical Modelling Competency? Hidayat, Riyan Zamri, Sharifah Norul Akmar Syed Zulnaidi, Hutkemri L Education (General) LB Theory and practice of education QA Mathematics Prior studies suggested close correlations among metacognition, mastery goal, and mathematical modelling competency. The present study examines the relationship between metacognition and mastery goal that may influence mathematical modelling competency. The current study employs 538 students of a mathematics education program; among these students, 483 (89.8%) are males and 55 (10.2%) are females, aged from 18 to 22 years old. The study follows a correlational research design to investigate and measure the degree of relationship among mathematical modelling competencies, mastery goal, and metacognition. Findings indicate that mastery goal positively affects mathematical modelling competency. SEM analysis indicates significant and positive influence of task-and self-approach goals on mathematical modelling competency, whereas task-avoidance goals are significantly and negatively related to mathematical modelling competency. By contrast, self-avoidance goals did not affect mathematical modelling competency. Task-approach goal is a positive partial mediator, task-avoidance goal is a negative partial mediator, self-approach goal is a positive full mediator, and self-avoidance goal is not a mediator between metacognition and mathematical modelling competency. In conclusion, metacognition positively affects the mathematical modelling competency of students, which is influenced by task-approach, task-avoidance, and self-approach goal but not self-avoidance goal. EDAM-Education Consultancy Limited 2018 Article PeerReviewed Hidayat, Riyan and Zamri, Sharifah Norul Akmar Syed and Zulnaidi, Hutkemri (2018) Does Mastery of Goal Components Mediate the Relationship between Metacognition and Mathematical Modelling Competency? Educational Sciences: Theory & Practice, 18 (3). pp. 579-604. ISSN 1303-0485 https://doi.org/10.12738/estp.2018.3.0108 doi:10.12738/estp.2018.3.0108
institution	Universiti Malaya
building	UM Library
collection	Institutional Repository
continent	Asia
country	Malaysia
content_provider	Universiti Malaya
content_source	UM Research Repository
url_provider	http://eprints.um.edu.my/
topic	L Education (General) LB Theory and practice of education QA Mathematics
spellingShingle	L Education (General) LB Theory and practice of education QA Mathematics Hidayat, Riyan Zamri, Sharifah Norul Akmar Syed Zulnaidi, Hutkemri Does Mastery of Goal Components Mediate the Relationship between Metacognition and Mathematical Modelling Competency?
description	Prior studies suggested close correlations among metacognition, mastery goal, and mathematical modelling competency. The present study examines the relationship between metacognition and mastery goal that may influence mathematical modelling competency. The current study employs 538 students of a mathematics education program; among these students, 483 (89.8%) are males and 55 (10.2%) are females, aged from 18 to 22 years old. The study follows a correlational research design to investigate and measure the degree of relationship among mathematical modelling competencies, mastery goal, and metacognition. Findings indicate that mastery goal positively affects mathematical modelling competency. SEM analysis indicates significant and positive influence of task-and self-approach goals on mathematical modelling competency, whereas task-avoidance goals are significantly and negatively related to mathematical modelling competency. By contrast, self-avoidance goals did not affect mathematical modelling competency. Task-approach goal is a positive partial mediator, task-avoidance goal is a negative partial mediator, self-approach goal is a positive full mediator, and self-avoidance goal is not a mediator between metacognition and mathematical modelling competency. In conclusion, metacognition positively affects the mathematical modelling competency of students, which is influenced by task-approach, task-avoidance, and self-approach goal but not self-avoidance goal.
format	Article
author	Hidayat, Riyan Zamri, Sharifah Norul Akmar Syed Zulnaidi, Hutkemri
author_facet	Hidayat, Riyan Zamri, Sharifah Norul Akmar Syed Zulnaidi, Hutkemri
author_sort	Hidayat, Riyan
title	Does Mastery of Goal Components Mediate the Relationship between Metacognition and Mathematical Modelling Competency?
title_short	Does Mastery of Goal Components Mediate the Relationship between Metacognition and Mathematical Modelling Competency?
title_full	Does Mastery of Goal Components Mediate the Relationship between Metacognition and Mathematical Modelling Competency?
title_fullStr	Does Mastery of Goal Components Mediate the Relationship between Metacognition and Mathematical Modelling Competency?
title_full_unstemmed	Does Mastery of Goal Components Mediate the Relationship between Metacognition and Mathematical Modelling Competency?
title_sort	does mastery of goal components mediate the relationship between metacognition and mathematical modelling competency?
publisher	EDAM-Education Consultancy Limited
publishDate	2018
url	http://eprints.um.edu.my/21896/ https://doi.org/10.12738/estp.2018.3.0108
_version_	1643691691357503488
score	13.211869

Does Mastery of Goal Components Mediate the Relationship between Metacognition and Mathematical Modelling Competency?

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