Multilevel modelling of Chinese primary children’s metacognitive strategies in mathematics
Multilevel modelling of Chinese primary children’s metacognitive strategies in mathematics
Metacognitive strategy use is an important predictor of mathematics achievement. However, there is little research on the use of such strategies by pupils and teachers in Chinese primary mathematics classrooms. Primary pupils from five provinces in China completed an adapted Jr MAI version B questionnaire survey and completed a maths test adapted from the Chelsea
Diagnostic Maths Tests. Both pupils’ overall metacognitive strategies and teachers’ behaviours were significant predictors of mathematics achievement. However, this effect was primarily through ‘Knowledge of Cognition’ rather than ‘Regulation of Cognition’, which was a negative predictor of mathematics achievement. The results also showed that age was no significant
predictor, girls scored lower than boys, and SES was a significant, positive predictor.
Bokhove, Christian
7fc17e5b-9a94-48f3-a387-2ccf60d2d5d8
Miao, Zhenzhen
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Reynolds, David
b5ba9b33-8ade-492d-a31e-465de8456d48
16 April 2023
Bokhove, Christian
7fc17e5b-9a94-48f3-a387-2ccf60d2d5d8
Miao, Zhenzhen
26e3a9f7-728b-49c8-bc96-9bc0dbada4ef
Reynolds, David
b5ba9b33-8ade-492d-a31e-465de8456d48
Bokhove, Christian, Miao, Zhenzhen and Reynolds, David
(2023)
Multilevel modelling of Chinese primary children’s metacognitive strategies in mathematics.
AERA annual meeting 2023, Chicago, Chicago, United States.
13 - 16 Apr 2023.
13 pp
.
Record type:
Conference or Workshop Item
(Paper)
Abstract
Metacognitive strategy use is an important predictor of mathematics achievement. However, there is little research on the use of such strategies by pupils and teachers in Chinese primary mathematics classrooms. Primary pupils from five provinces in China completed an adapted Jr MAI version B questionnaire survey and completed a maths test adapted from the Chelsea
Diagnostic Maths Tests. Both pupils’ overall metacognitive strategies and teachers’ behaviours were significant predictors of mathematics achievement. However, this effect was primarily through ‘Knowledge of Cognition’ rather than ‘Regulation of Cognition’, which was a negative predictor of mathematics achievement. The results also showed that age was no significant
predictor, girls scored lower than boys, and SES was a significant, positive predictor.
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Published date: 16 April 2023
Venue - Dates:
AERA annual meeting 2023, Chicago, Chicago, United States, 2023-04-13 - 2023-04-16
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Local EPrints ID: 478132
URI: http://eprints.soton.ac.uk/id/eprint/478132
PURE UUID: 0e76e872-a4bb-4672-82f2-861333c99fcb
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Date deposited: 22 Jun 2023 16:35
Last modified: 17 Mar 2024 03:30
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Contributors
Author:
Zhenzhen Miao
Author:
David Reynolds
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