Relating Cognitive-Activating Instruction and Metacognitive Self-Regulation to Mathematics Performance and Self-Efficacy: A Process-Modelling Study
Ioannis G. Katsantonis · 2026
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Description
Ioannis G Katsantonis studies how demanding maths teaching builds confidence in a 2026 article. Lessons that push students to argue and reason may strengthen how learners steer their own thinking. Greek results from the PISA 2022 schools survey supplied the data for a staged pathway model.
Data covered 6,403 teenagers, about half of them female. Challenging instruction tied positively to self-regulation habits, which in turn tied to stronger maths self-belief. Good results themselves fed confidence as mastery experiences, carrying part of the teaching effect. The findings support argument-rich lessons as a route to both skill and belief in mathematics.
Catalog record
| CREATOR | Ioannis G. Katsantonis |
|---|---|
| YEAR | 2026 |
| COLLECTION | PAPERS |
| FORMAT | TXT |
| FILE SIZE | 44663 |
| LICENSE | https://creativecommons.org/licenses/by/4.0 |
| RIGHTS | CC BY |
| SOURCE | Europe PMC |