Relationship between Metacognitive Experiences and Self-efficacy, Skill, andDifficulty of Mathematical Taskcacy, skill, and difficulty of mathematical task
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| Autors: | , , |
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| Format: | artículo original |
| Estat: | Versión publicada |
| Data de publicació: | 2026 |
| Descripció: | Objective. This study aimed to evaluate the relationship between self-efficacy, ability, and task difficulty in mathematics, and the metacognitive accuracy of performance judgments and academic achievements using structural equation modeling. Method. A non-experimental quantitative study was conducted in 2012 with 495 university students. The study used the self-efficacy scale from the MSLQ, mathematics scores from the Tecnológico de Costa Rica admission exam and the enrolled course, a test of mathematical exercises, as well as self-reported performance judgments. Results. Evidence found supports the positive effect of mathematical ability and self-efficacy on metacognitive accuracy, and an inverse relationship with item difficulty. No association was found between metacognitive accuracy and academic achievement |
| Pais: | Portal de Revistas UCR |
| Institution: | Universidad de Costa Rica |
| Repositorio: | Portal de Revistas UCR |
| Idioma: | Español |
| OAI Identifier: | oai:portal.revistas.ucr.ac.cr:article/5592 |
| Accés en línia: | https://revistas.ucr.ac.cr/index.php/ap/article/view/5592 |
| Paraula clau: | Metacognition self-efficacy metacognitive judgments academic achievement mathematics education Metacognición autoeficacia juicios metacognitivos rendimiento académico educación matemática |