This study examined the mediating role of metacognitive experiences in the relationship between metacognitive knowledge and mathematical problem solving performance. The mediating effect of metacognitive experiences in the hypothesized model was tested through the latent variable structural equation modeling statistical analysis technique. The proposed structural model of problem solving was tested with the data obtained by using convenience sampling method from 406 eight-grade students. The results indicated that students’ task related metacognitive experiences have a significant mediating effect on the relationship between metacognitive knowledge and problem solving performances. The results are important for two reasons. Firstly, it addresses the assessment of metacognition by presenting the important role of metacognitive experiences in governing the relationship between metacognitive knowledge and actual performance. Secondly, the model analysis was conducted just over a single math problem. The use of metacognitive experiences as an online single-problem-oriented self-report metacognitive assessment tool might pave the way for easy assessment of student’s metacognitive functioning.
