Analyzing of the relationship between mathemathic oriented risk taking behaviors,metacognitive awareness leves and mathematics achievement of middle school students

The aim of the study is to analyze the relatıonshıp between mathemathıc orıented rısk takıng behavıors, metacognıtıve awareness leves and mathematıcs achıevement of mıddle school students. In this study, quantitative research method was used. The study has relational screening model. The study has been conducted in the city center of Düzce with 595 middle school students who are from the four different schools. The students were selected by simple random sampling method. The data of the study were collected through Metacognitive Awareness Inventory (Schraw ve Dennison, 1994) which was evaluated in validity and reliability by Abacı, Çetin and Akın (2007) to measure students' metacognitive awareness and Mathematics-Oriented Academic Risk Taking Scale developed by İlhan and Çetin (2013) to measure the math-based risk-taking behaviors. In data analysis; Mann Whitney-U, Kruskal Wallis, Spearman Rho correlation analysis and regression analysis were used. According to the findings, it was seen that mathematics-oriented academic risk-taking levels and metacognitive awareness of secondary school students did not differ according to gender, but differed according to parents' education level, perception of achievement and grade levels. The results show that there is a significant relationship between academic achievement, academic risk taking and metacognitive awareness. The percentage of these variables to predict academic achievement was found to be %24,3. As a result of the study, taking academic risk had a significant effect on metacognitive awareness and academic achievement. Considering that these concepts are effective in mathematics achievement, it is thought that necessary works can be done by both educators and researchers.