%0 Journal Article
%T A modeling study to explain mathematical problem
%A Aynur Eren G¨¹m¨¹£¿
%A Zeynep £¿i£¿dem £¿zcan
%J Australian Journal of Education
%@ 2050-5884
%D 2019
%R 10.1177/0004944119840073
%X Many noncognitive constructs affect mathematical problem-solving performance. The aim of the present study is to investigate the direct and indirect effects of a number noncognitive constructs such as mathematics self-efficacy, mathematics anxiety, and metacognitive experience on the mathematical problem solving of middle-school students. The sample consisted of 517 seventh-grade Turkish students of whom 252 were male (49%) and 265 were females (51%). The instruments used in this study were a mathematical problem-solving performance test, a mathematics self-efficacy scale, a mathematics anxiety scale, a metacognitive experience scale, and a mathematics motivation scale. Two-stage structural equation modeling was used to examine the relationships between the noncognitive contructs and problem solving. Metacognitive experience was the only noncognitive construct, which had a direct effect on mathematical problem-solving performance; it also mediated the effects of self-efficacy, motivation, and mathematics anxiety on performance. Motivation and mathematics anxiety had an indirect effect on mathematical problem-solving performance through self-efficacy
%K Metacognition
%K self-efficacy
%K motivation
%K anxiety
%K mathematical problem solving
%K structural equation model
%U https://journals.sagepub.com/doi/full/10.1177/0004944119840073