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Abstract
Grounded in the self-determination theory and the metacognitive and affective model of self-regulated learning, this study investigated the longitudinal relationship of self-determined motivation as the antecedent and academic performance as the consequence of metacognitive knowledge (MK) in mathematics learning. Two waves of data were collected from senior high school students (N = 327) in the second semester in Grades 10 and 11. A longitudinal mediation model was analyzed using structural equation modeling. Results revealed that autonomous motivation was positively related to MK of competence-enhancing strategies and negatively related to MK of avoidance strategies. Furthermore, mathematics performance was positively predicted by MK of cognitive/metacognitive strategies and negatively predicted by MK of avoidance strategies. This study expands the understanding of MK and elaborates on the dynamics between MK, self-determined motivation, and mathematics performance. Especially, this study differentiates the MK of adaptive and maladaptive strategies and examines their motivational antecedents and academic effects. Our findings also suggest that autonomous motivation has longitudinal benefits on MK.
Highlights
Mathematics has always been highlighted for its fundamental role in many domains, such as science, engineering, and technology (Ritchie and Bates, 2013)
Grounded in two theoretical frameworks—the metacognitive and affective model of self-regulated learning (MASRL, Efklides, 2011) and the self-determination theory (SDT, Ryan and Deci, 2017), the overarching goal of this study was to understand the longitudinal relationship between metacognition knowledge (MK), autonomous and controlled motivation, and academic performance in mathematics learning
metacognitive knowledge (MK) of cognitive/metacognitive strategies exhibited a positive relationship with mathematics performance (β = 0.164, s.e. = 0.080, p = 0.041), while MK of avoidance strategies showed a negative relationship with mathematics performance (β = −0.184, s.e. = 0.072, p = 0.011)
Summary
Mathematics has always been highlighted for its fundamental role in many domains, such as science, engineering, and technology (Ritchie and Bates, 2013). Mathematics is generally viewed as challenging and mathematics underachievement in high school is common (Merenluoto and Lehtinen, 2004; Goetz et al, 2013). For senior high school students, mathematics underachievement may reduce their motivation in math learning and impact their choices of majors in higher education. Empirical evidence has indicated the positive influences of metacognition on mathematics problem-solving and learning performance Grounded in two theoretical frameworks—the metacognitive and affective model of self-regulated learning (MASRL, Efklides, 2011) and the self-determination theory (SDT, Ryan and Deci, 2017), the overarching goal of this study was to understand the longitudinal relationship between metacognition knowledge (MK), autonomous and controlled motivation, and academic performance in mathematics learning
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