The relationship between general academic achievement and mathematics achievement, metacognitive awareness and reflective thinking of 8th grade students

The aim of this research is to determine the general metacognitive awareness levels, mathematical metacognitive awareness levels, reflective thinking skill levels of problem solving for eight grade students, to determine whether gender is an effective factor on these levels and to examine the relationship between these levels and the general scorecard grade mathematics scorecard grade. The working group's research in Turkey's southeast, mid-sized 365 students who continue to constitute located in the province and eight grade. In the research, metacognitive ability inventory, mathematical metacognition awareness scale for secondary school students, reflective thinking skill scale for problem solving, general scorecard grade and mathematics scorecard grade were used as data collection tools. Descriptive statistics, independent group t test, correlation analysis and regression analysis were used for data anaysis. As a result of the study, it was determined that the students general metacognitive awareness levels, mathematical metacognitive awareness levels and reflective thinking skill levels were moderate and gender had a statistically significant effect on general and mathematical metacognitive awareness. In addition, there is a moderate or high relationship between these variables and all of these variables predict 80% of the general scorecard grade.