Investigating the relationship between algebraic habits of mind and perceived self-regulation skills and mathematical metacognitive awareness levels of eighth grade students

This study aimed to examine the relationship between the levels of algebraic habits of mind and metacognitive awareness and self-regulation skills of eighth-grade students. It was also aimed to examine the eighth-grade students' algebraic habits of mind, self-regulation skills, and metacognitive awareness levels in terms of the gender variable. This study was conducted using a combination of descriptive survey, correlational survey, and causal comparison research within the framework of quantitative research approaches. The study group consisted of 426 eighth-grade students studying in eight public middle schools in the 2024–2025 academic year. Algebraic Habits of Mind Determination Test," "Metacognitive Awareness Inventory for Children", and "Perceived Self-Regulation Skills Scale" were used as data collection tools. The levels of algebraic habits of mind were analyzed in detail for each item, and student responses were classified as D0 (low), D1 (medium) and D2 (advanced) levels. According to the findings; It was observed that the majority of the students did not use mental habits (remained at level D0), but there were also students who could reach level D2 on certain questions. Students' self-regulation and metacognitive awareness levels were found to be moderate. It was determined that there was a significant difference between self-regulation and mental habits according to gender; with male students scored higher in these skills. Positive and significant relationships were found between algebraic habits of mind and both self-regulation skills and metacognitive awareness. Regression analysis revealed that self-regulation skills were the strongest predictor of algebraic habits of mind. While metacognitive awareness was also a significant predictor, its effect was found to be more limited. Based on these findings, it is recommended that these skills be supported in teaching processes.