The relationship between metacognitive skills and mathematics achievement of Chinese eighth-grade students
Bibliographic Data
| ID | 21620982 |
|---|---|
| Authors | Yu Fu (0000-0002-7129-8719, Nanjing University of Information Science and Technology), Chenyue Qi (0000-0001-9777-0105, Beijing Normal University, corresponding author) |
| Year | 2025 |
| Volume | 44 |
| Issue | 5 |
| Pages | 3845-3856 |
| Publication date | 2025-03-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Current Psychology (JOURNAL) |
| Journal identifiers | ISSN: 1046-1310 • E-ISSN: 1936-4733 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s12144-024-07216-6 |
| OpenAlex | W4407057176 |
| Language | EN |
| Citations received | 3 |
| References cited | 38 |
Cognition · Mathematics education · Metacognition · Education and Critical Thinking Development · Educational and Psychological Assessments · Innovative Teaching and Learning Methods · Psychology
Measures of Children's Knowledge and Regulation of Cognition
The Relation Between Self-Regulated Learning and Academic Achievement Across Childhood and Adolescence
A short form of the metacognitions questionnaire
The benefits of a metacognitive lesson on children’s understanding of mathematical equivalence, arithmetic, and place value
A meta-analysis of the relationship between metacognition and academic achievement in mathematics
Children can accurately monitor and control their number-line estimation performance
Metacognition and cognitive monitoring
| Citations per year | 3 |
|---|---|
| Citation span | 2025 - 2026 (2) |
| Highly cited | No |