The relationship between mathematics-focused epistemological beliefs and metacognitive awareness of secondary school students

This study investigates the relationship between secondary school students’ mathematics-focused epistemological beliefs and their metacognitive awareness. Employing a correlational survey design, the sample comprises 494 students in Türkiye. Data were collected using the Mathematics-Focused Epistemological Belief Scale and the Metacognitive Awareness Scale for Children. The findings indicate that students’ belief that learning depends on effort (BLDE) is at a high level, while the belief that learning depends on ability (BLDA) and the belief in a single truth (BST) are at moderate levels. Metacognitive awareness was also found to be high. A moderate, positive correlation was observed between BLDE and metacognitive awareness, whereas the correlation between BST and metacognitive awareness was negative and weak. No significant relationship was found between BLDA and metacognitive awareness. Regression analysis revealed that the BLDE dimension significantly predicted metacognitive awareness. Additionally, variables such as gender, grade level, parental education level, and average daily study time were analyzed in relation to the sub-dimensions. The results highlighted that increased effort belief was consistently associated with higher metacognitive awareness across subgroups, while belief in a single truth tended to relate negatively. These findings underscore the importance of fostering epistemological beliefs centered on effort to enhance students’ metacognitive skills, which are crucial for effective mathematical learning and problem-solving.