Many noncognitive constructs affect mathematical problem-solving performance. The aim of the present study is to investigate the direct and indirect effects of a number noncognitive constructs such as mathematics self-efficacy, mathematics anxiety, and metacognitive experience on the mathematical problem solving of middle-school students. The sample consisted of 517 seventh-grade Turkish students of whom 252 were male (49%) and 265 were females (51%). The instruments used in this study were a mathematical problem-solving performance test, a mathematics self-efficacy scale, a mathematics anxiety scale, a metacognitive experience scale, and a mathematics motivation scale. Two-stage structural equation modeling was used to examine the relationships between the noncognitive contructs and problem solving. Metacognitive experience was the only noncognitive construct, which had a direct effect on mathematical problem-solving performance; it also mediated the effects of self-efficacy, motivation, and mathematics anxiety on performance. Motivation and mathematics anxiety had an indirect effect on mathematical problem-solving performance through self-efficacy.

中文翻译：

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通过元认知、自我效能感、动机和焦虑来解释数学问题解决表现的建模研究

许多非认知结构会影响数学问题解决的表现。本研究的目的是调查数学自我效能感、数学焦虑和元认知体验等非认知结构对中学生数学问题解决的直接和间接影响。样本包括 517 名土耳其七年级学生，其中 252 名男性（49%）和 265 名女性（51%）。本研究使用的工具是数学问题解决能力测试、数学自我效能感量表、数学焦虑量表、元认知体验量表和数学动机量表。两阶段结构方程模型用于检验非认知结构与问题解决之间的关系。元认知体验是唯一的非认知结构，它对数学问题解决的表现有直接影响；它还介导了自我效能感、动机和数学焦虑对表现的影响。动机和数学焦虑通过自我效能感对数学问题解决表现产生间接影响。