التفاصيل البيبلوغرافية
| العنوان: |
A meta-analysis of the relationship between metacognition and academic achievement in mathematics: From preschool to university |
| المؤلفون: |
Yuntian Xie, Feiyan Zeng, Yujing Yang |
| المصدر: |
Acta Psychologica, Vol 249, Iss , Pp 104486- (2024) |
| بيانات النشر: |
Elsevier, 2024. |
| سنة النشر: |
2024 |
| المجموعة: |
LCC:Psychology |
| مصطلحات موضوعية: |
Metacognition, Academic achievement in mathematics, Mathematics learning, Meta-analysis, Psychology, BF1-990 |
| الوصف: |
Many studies have explored the relationship between metacognition and academic achievement in mathematics, but the results vary. In this study, meta-analysis was used to explore this relationship between metacognition and academic achievement in mathematics and influencing factors. According to the literature search, a total of 147 studies (1986–2024) and 338 independent samples met the inclusion criteria (n = 698,096). The results revealed metacognition was significantly positively correlated with academic achievement in mathematics, r = 0.32, 95 % CI [0.30, 0.34], Z = 28.49. Moreover, the moderating effects of age, domain, and culture were significant (p |
| نوع الوثيقة: |
article |
| وصف الملف: |
electronic resource |
| اللغة: |
English |
| تدمد: |
0001-6918 |
| Relation: |
http://www.sciencedirect.com/science/article/pii/S0001691824003639; https://doaj.org/toc/0001-6918 |
| DOI: |
10.1016/j.actpsy.2024.104486 |
| URL الوصول: |
https://doaj.org/article/faced8c5c9e449ce94ec9c3ef20db892 |
| رقم الانضمام: |
edsdoj.faced8c5c9e449ce94ec9c3ef20db892 |
| قاعدة البيانات: |
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