The Role of Metacognitive Beliefs and Mathematical Self-Esteem in Predicting the Mathematical Competence of Preschool Children

Metacognition and self-concept are considered as one of the cognitive strategies in the mathematical competence of preschool children. The purpose of this study was to investigate the relationship between metacognitive beliefs, mathematical self-concept, and mathematical competence of preschool children.

This study was a descriptive correlational. The statistical population of this study was preschool children of Tehran, Iran in the academic year 2019-2020. 200 children were selected and randomly selected according to Morganchr('39')s table. Utrechtchr('39')s mathematical competence, Salonen et al.chr('39')s metacognitive beliefs and Marshchr('39')s mathematical self-concept were used to collect the data.

Our data have shown that metacognitive beliefs and mathematical self-concept have a positive and significant relationship with the mathematical competence of preschool children. Furthermore, mathematical self-concept can predict changes in the mathematical competence of preschool children.

Attention to metacognitive beliefs and self-concept play an important role in childrenchr('39')s mathematical competence.