Abstract:

Problem-solving is an important 21st-century skill that students should have in order to be happy and successful in school, daily life, and future business life. This study was conducted to examine the relationship between fourth-grade students' problem-solving skills, reading comprehension self-efficacy perceptions, and metacognitive awareness. The model of the research is correlational survey and it was carried out in the 2022-2023 academic year. The sample of the study consists of 245 fourth-grade students studying at different public schools, determined by simple random sampling. Data collection tools of the research are Problem Solving Achievement Test, The Scale of Belief Self-Efficiency Reading Comprehension, and The Metacognitive Awareness Inventory for Children. Descriptive statistics, ANOVA, multiple regression, and Scheffe analyses were used in the data analysis. As a result of the research, it was found that the reading comprehension self-efficacy perceptions and metacognitive awareness of the fourth-grade students differed significantly according to their mathematics achievement. Multiple regression analysis results revealed that reading comprehension self-efficacy perceptions and metacognitive awareness together explained 16% of the variance in problem-solving success. In addition, metacognitive awareness was found to be a more effective variable on problem solving success than reading comprehension self-efficacy perception.

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