Educational Research

Educational Research (ISSN:2141-5161) Vol. 3(11), pp. 851-859, November, 2012         
Copyright © 2012 International Research Journals


Full Length Research Paper

A critical analysis on waste and environmental education: a case study

Carla Cândida de Siqueira Santos1, Rafael da Silva2, Elânia Maria Marques Bergamaschi3, Paulo Roberto Bergamaschi4, Alessandro Camilo Neres1,2, Vanessa Oliveira Leitão5, Hisao Nishijo6, Tales Alexandre Aversi-Ferreira6

1State University of Goiás, Anápolis, GO, Brazil.

2Latin American Faculty of Anápolis, Anápolis, GO, Bazil.

3Metodista University of Piracicaba, UNIMEP, Piracicaba, SP, Brazil.

4Faculty of Mathematics, Federal University of Goiás, UFG-Catalão campus, Catalão, GO, Brazil.

5Brasilia University, UnB, Brasília, DF, Brazil.

6System Emotional Science, Graduate School of Medicine and Pharmaceutical.

*Corresponding      Author    E-mail:

Received 26 March, 2012; Accepted 08 June, 2012


Nowadays, the role of emotional intelligence and metacognitive capabilities, as the most important and effective parameters in many ranges of science and life, is emphasized by researchers. The main purpose of this study is to investigate of the relationship between emotional intelligence and metacognitive capabilities with the ability of mathematical problem solving in the students. The statistical sample in this research includes 54 female and 60 male students who were chosen randomly from the Iranshahr high schools in Iran. The Bar-On and Panaoura scales are used in order to assess the emotional intelligence and metacognitive capabilities of the students. The results showed that, there is a significant relationship between the general scores of metacognitive capabilities and emotional intelligence skills, and some of their components with mathematical problem solving ability. Regarding gender specificity of the students, the findings represent meaningful difference between males and females in three variables; in fact, the performance of male students was better than females in metacognitve capabilities and problem solving, but the score of female students was higher than males in emotional intelligence skills. Also the results of a multiple regression analysis showed that metacognition and emotional intelligence contribute significantly to the prediction of problem-solving ability. However, metacognition is a stronger predictor than emotional intelligence.The results of this study reveal that, national education system of any country must consider a specific and noticeable position to develop learners non-cognitive variables, such as metacognitive capabilities and emotional intelligence skills at all educational levels.


Keywords: Emotional Intelligence Skills, Metacognitive Capabilities, Mathematical Problem Solving, Gender.


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