Examination of variables predictive of 8th grade students' success in solving skill-based problems

This study was conducted to examine the variables that predict the success of 8th grade students in solving skill-based problems. The research was conducted with 243 eighth grade students studying in the middle school in Alaplı district of Zonguldak province in the 2023-2024 Academic Year. The study was conducted using a descriptive scanning design, one of the quantitative research methods, and was designed based on the correlational research method. Data were collected with "Skill-Based Problem Achievement Test", "Metacognitive Self-regulation Scale", "Mathematics Problem Solving Attitude Scale", "Middle School Mathematical Literacy Self-efficacy Scale", "Attitude Towards Mathematics Scale", "Mathematics Motivation Scale" and "Mathematics Anxiety Scale for Primary School Students". For the skill-based problem achievement test, a "Graded Scoring Key" was created in line with Polya's (1957) problem solving steps and the answers were scored. Correlation analysis, multiple linear regression analysis and PROCESS macro regression analysis were used in the analysis of the data. In the study, it was found that the students' skill-based mathematics problem solving success was "unsuccessful", their metacognitive self-regulation skills were "high", their attitudes towards mathematics problem solving were "medium", their mathematical literacy self-efficacy was "medium", their attitudes towards mathematics were "medium", their mathematics motivation was "high" and their mathematics anxiety was "medium"; metacognitive self-regulation skill, mathematics problem solving attitude, mathematics literacy, mathematics attitude, mathematics motivation and mathematics anxiety together significantly predicted skill-based mathematics problem solving success; according to the significance of the regression coefficients of the variables, mathematics literacy, mathematics attitude and mathematics motivation significantly predicted skill-based mathematics problem solving success; it was concluded that metacognitive self-regulation skill played a significant mediating role between mathematics motivation and skill-based mathematics problem solving success, that the relationship between mathematics motivation and metacognitive self-regulation was moderated by anxiety, and that mathematics problem solving attitude did not have a moderating effect on the relationship between metacognitive self-regulation skill and skill-based mathematics problem solving success.