A modeling study to explain mathematical problem-solving performance through metacognition, self-efficacy, motivation, and anxiety

ÖZCAN Z. Ç. , Gumus A. E.

AUSTRALIAN JOURNAL OF EDUCATION, vol.63, no.1, pp.116-134, 2019 (Journal Indexed in SSCI) identifier identifier identifier

  • Publication Type: Article / Article
  • Volume: 63 Issue: 1
  • Publication Date: 2019
  • Doi Number: 10.1177/0004944119840073
  • Page Numbers: pp.116-134


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.