|
Predicting Student Performance in Verbal Math Problems Based on Cognitive, Metacognitive, and Affective Factors
|
F. Karimi, Ph.D.   , A.R. Moraadi, Ph.D. , P. Kadivar, Ph.D. , R. Kormi Noori, Ph.D. |
|
|
|
Abstract: (4413 Views) |
|
To determine the predictive role of metacognitive, cognitive, and affective factors in solving verbal math problems, a cluster sample of 450 junior high school students was given a battery of tests and questionnaires measuring the students' ability in problem solving, predictive representation, meta-cognitive supervision, and intelligence, as well as their meta-cognitive knowledge and beliefs. The analyses of the collected data revealed that more than 41% of the variance in problem solving ability is explained by the variables included, with the metacognitive factors having the largest share, followed by the cognitive and affective factors.
|
|
| Keywords: verbal math problem solving, metacognitive supervision, non-verbal IQ, metacognitive knowledge and beliefs |
|
|
Full-Text [PDF 668 kb]
(1334 Downloads)
|
Type of Study: Research |
Subject:
Special
Received: 2012/09/10 | Accepted: 2013/12/25 | Published: 2015/05/23
|
|
|
|
|
|
|
| Add your comments about this article |
|
|
|
