Journal of Pedagogical Sociology and Psychology
Eighth grade students’ metacognitive regulations in problem-solving processes
Elif Verda Altınay 1, Semiha Kula Ünver 1 *
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1 Dokuz Eylül University, Buca Faculty of Education, İzmir, Türkiye
* Corresponding Author
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Journal of Pedagogical Sociology and Psychology, 2024 - Volume 6 Issue 3, pp. 176-192
https://doi.org/10.33902/jpsp.202431057

Article Type: Research Article

Published Online: 17 Dec 2024

Views: 52 | Downloads: 17

ABSTRACT
This study investigates the relationship between metacognitive regulation skills and the problem-solving process in 8th-grade students. Using a case study approach, the metacognitive regulation skills of six students from three groups with varying achievement levels were analyzed during problem-solving tasks. Data collection involved problem-solving inventory papers, video recordings, and process transcripts, with content analysis employed for data evaluation. The findings revealed that students demonstrated metacognitive regulation skills across all achievement levels, with a higher frequency of these skills observed during tasks of medium difficulty compared to easy or difficult ones. Among the metacognitive regulation skills, prediction was the most frequently exhibited. The study suggests that teachers can enhance students’ metacognitive regulation by providing targeted support and guidance during problem-solving activities.       
KEYWORDS
problem solving metacognition metacognitive regulation elementary school mathematics
In-text citation: (Altınay & Kula Ünver, 2024)
Reference: Altınay, E. V., & Kula Ünver, S. (2024). Eighth grade students’ metacognitive regulations in problem-solving processes. Journal of Pedagogical Sociology and Psychology, 6(3), 176-192. https://doi.org/10.33902/jpsp.202431057
In-text citation: (1), (2), (3), etc.
Reference: Altınay EV, Kula Ünver S. Eighth grade students’ metacognitive regulations in problem-solving processes. Journal of Pedagogical Sociology and Psychology. 2024;6(3), 176-192. https://doi.org/10.33902/jpsp.202431057
In-text citation: (1), (2), (3), etc.
Reference: Altınay EV, Kula Ünver S. Eighth grade students’ metacognitive regulations in problem-solving processes. Journal of Pedagogical Sociology and Psychology. 2024;6(3):176-92. https://doi.org/10.33902/jpsp.202431057
In-text citation: (Altınay and Kula Ünver, 2024)
Reference: Altınay, Elif Verda, and Semiha Kula Ünver. "Eighth grade students’ metacognitive regulations in problem-solving processes". Journal of Pedagogical Sociology and Psychology 2024 6 no. 3 (2024): 176-192. https://doi.org/10.33902/jpsp.202431057
In-text citation: (Altınay and Kula Ünver, 2024)
Reference: Altınay, E. V., and Kula Ünver, S. (2024). Eighth grade students’ metacognitive regulations in problem-solving processes. Journal of Pedagogical Sociology and Psychology, 6(3), pp. 176-192. https://doi.org/10.33902/jpsp.202431057
In-text citation: (Altınay and Kula Ünver, 2024)
Reference: Altınay, Elif Verda et al. "Eighth grade students’ metacognitive regulations in problem-solving processes". Journal of Pedagogical Sociology and Psychology, vol. 6, no. 3, 2024, pp. 176-192. https://doi.org/10.33902/jpsp.202431057
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