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Meta-cognitive behaviour and mathematical modelling competency: mediating effect of performance goals

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Guided by a model promoted by Biccard and Wessels (2011) and empirical evidence, this work aims to examine a model that includes meta-cognitive behaviour and mathematical modelling competency with the… Click to show full abstract

Guided by a model promoted by Biccard and Wessels (2011) and empirical evidence, this work aims to examine a model that includes meta-cognitive behaviour and mathematical modelling competency with the indirect effects of two performance goal sub-constructs, namely, other-approach and other-avoidance goals. The study investigates the correlation between meta-cognitive behaviour and performance goals that may affect mathematical modelling competency. A total of 538 mathematics education programme students (89.8% female and 10.2% male) in Indonesia are considered. A correlational study is performed to examine the level of the link amongst mathematical modelling competency, performance goals and meta-cognitive behaviour. Results show that meta-cognitive behaviour positively affects mathematical modelling competency, but no significant direct relationship is observed between performance goals and mathematical modelling competency. Furthermore, other-approach and other-avoidance goals are significant mediators between meta-cognitive behaviour and mathematical modelling competency. We conclude that meta-cognitive behaviour positively influences the mathematical modelling competency of students, which is unaffected by other-approach and other-avoidance goals.

Keywords: modelling competency; meta cognitive; cognitive behaviour; mathematical modelling

Journal Title: Heliyon
Year Published: 2020

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