Metacognition and Mathematical Modeling Skills: The Mediating Roles of Computational Thinking in High School Students

被引：0
作者：
Zhang, Jing [1 ,2 ]
Zhou, Yu [1 ]
Jing, Bin [1 ]
Pi, Zhongling [3 ]
Ma, Hongliang [1 ]
机构：
[1] Shaanxi Normal Univ, Fac Educ, Xian 710119, Peoples R China
[2] Changji Univ, Sch Math & Data Sci, Changji 831100, Peoples R China
[3] Shaanxi Normal Univ, Key Lab Modern Teaching Technol, Minist Educ, Xian 710119, Peoples R China
来源：
JOURNAL OF INTELLIGENCE | 2024年 / 12卷 / 06期
关键词：
metacognitive knowledge; metacognitive experience; metacognitive monitoring; mathematical modeling skills; computational thinking; TASK-PERFORMANCE; COMPETENCES; STRATEGIES; EXPERIENCES; MOTIVATION; KNOWLEDGE; VALIDITY; STATE;
D O I：
10.3390/jintelligence12060055
中图分类号：
B84 [心理学];
学科分类号：
04 ; 0402 ;
摘要：
This study was to investigate the relationship between metacognition and the mathematical modeling skills of high school students, as well as the mediating role of computational thinking. A cluster sampling method was adopted to investigate 661 high school students, using the metacognition scale, computational thinking scale, and mathematical modeling skill test questions. The results showed that metacognitive knowledge and metacognitive monitoring had a direct and positive correlation with high school students' mathematical modeling skills. Additionally, the critical thinking dimension of computational thinking mediated the relationship between metacognitive knowledge, experience, monitoring, and mathematical modeling skills. These findings indicated that sufficient metacognition could improve the critical thinking of high school students' computational thinking and enhance their mathematical modeling skills.
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页数：18
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