Predicting Student Performance in Verbal Math Problems Based on Cognitive, Metacognitive, and Affective Factors

Predicting Student Performance in Verbal Math Problems Based on Cognitive, Metacognitive, and Affective Factors F. Karimi, Ph.D. A.R. Moraadi, Ph.D. P. Kadivar, Ph.D. R. Kormi Noori, Ph.D. To determine the predictive role of metacognitive, cognitive, and affective factors in solving verbal math problems, a cluster sample of 450 junior high school  students was given a battery of tests and questionnaires measuring the students' ability in problem solving, predictive representation, meta-cognitive supervision, and intelligence, as well as their meta-cognitive knowledge and beliefs. The analyses of the collected data revealed that more than 41% of the variance in problem solving ability is explained by the variables included, with the metacognitive factors having the largest share, followed by the cognitive and affective factors. Key words: verbal math problem solving, metacognitive supervision, non-verbal IQ, metacognitive knowledge and beliefs