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Vol.11, No.4, November 2022. ISSN: 2217-8309 eISSN: 2217-8333
TEM Journal
TECHNOLOGY, EDUCATION, MANAGEMENT, INFORMATICS Association for Information Communication Technology Education and Science |
Achievement Goals, Metacognition and Horizontal Mathematization: A Mediational Analysis
Riyan Hidayat, Hermandra, Zetriuslita, Shindy Lestari, Hilman Qudratuddarsi
© 2022 Riyan Hidayat, published by UIKTEN. This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License. (CC BY-NC-ND 4.0)
Citation Information: TEM Journal. Volume 11, Issue 4, Pages 1537-1546, ISSN 2217-8309, DOI: 10.18421/TEM114-14, November 2022.
Received: 29 June 2022. Revised: 16 September 2022.
Abstract:
When it comes to providing pupils with real-world experiences, mathematical modelling is essential. The objective of this study is to test the interrelationships between metacognition and goals of achievement, which was predicted to influence horizontal mathematization. Female students accounted for 89.8% of the 538 valid participants, while male students accounted for 10.2%. The study was conducted using a correlational method to examine the level of correlations among metacognition, goals of achievement, and horizontal mathematization. Confirmatory factor analysis (CFA) using AMOS 18 was utilized to compute the gathered data. We found goals of achievement, cognitive strategy, and selfchecking were observed to influence horizontal mathematization. However, the SEM analysis found no significant relationships between awareness and planning strategies toward horizontal mathematization. Sub-dimensions of metacognition served as partial mediators of the effect of goals of achievement on horizontal mathematization. We expand the current horizontal mathematization literature by presenting these dynamic connections.
Keywords – Achievement goal; AMOS, factor analysis; horizontal mathematization; metacognition. |
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