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ERIC Number: EJ897028
Record Type: Journal
Publication Date: 2010-Oct
Pages: 10
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-1041-6080
Structural Model of Metacognition and Knowledge of Geometry
Aydin, Utkun; Ubuz, Behiye
Learning and Individual Differences, v20 n5 p436-445 Oct 2010
This structural equation modeling study aimed to investigate both direct and indirect relations between metacognition and geometrical knowledge. The model was tested using data from tenth grade secondary school students (N=923). It was used to estimate and test the hypothesized effects of two metacognitive constructs (knowledge of cognition and regulation of cognition) on three knowledge constructs (declarative, conditional, and procedural knowledge) together with the interrelationships among these three knowledge constructs. Major findings from the model indicated: (a) a reciprocal relationship existed among declarative, conditional, and procedural knowledge; (b) knowledge of cognition had a positive direct effect on procedural knowledge and a significant but negative direct effect on declarative knowledge; and (c) regulation of cognition had a positive direct effect on declarative knowledge and a significant but negative direct effect on procedural knowledge. (Contains 4 tables and 4 figures.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 10; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A