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Abstract
Metacognition, self-efficacy, and motivation are important components of interaction in self-regulated learning (SRL). However, the psychological mechanism underlying the association among them in mathematical learning remained ambiguous. The present study investigated whether the relationship between metacognitive knowledge (MK) and mathematics performance can be mediated by self-efficacy and motivation. The sample comprised 569 students (245 male, Mage = 16.39, SD = 0.63) of Grade 10 in China. The MK in mathematics questionnaire, the self-efficacy questionnaire, the academic motivation scale, Raven advanced progressive matrix, and mathematics tests were used for data collection. Our results suggested that the mathematics performance could be predicted by MK, self-efficacy and intrinsic motivation. Moreover, the association between MK and mathematics performance was mediated by self-efficacy and intrinsic motivation, as revealed by a multiple mediation analysis. Additionally, there were sex differences in MK, self-efficacy and intrinsic motivation. The findings highlight the psychological mechanism in the mathematics of Chinese students and will help teachers to improve students’ mathematical learning in SRL framework more effectively. Implications for education and further studies are discussed.
Highlights
The question, that how to lead our students into academic successes, has received great research interest for decades
Preliminary speculation on correlations among variables indicated that metacognitive knowledge (MK) of self, MK of strategies, and MK of strategies were positively related to intrinsic motivation, self-efficacy in mathematics, and mathematics performances
We found significant positive correlation between mathematics performances and intrinsic motivation, as well as self-efficacy in mathematics
Summary
The question, that how to lead our students into academic successes, has received great research interest for decades. Many crucial psychological constructs underlying effective learning have been proposed such as academic aptitude, motivation, and so on. Panadero (2017) analyzed and compared six models of SRL, and concluded that SRL included the cognitive, metacognitive, behavioral, motivational, and emotional/affective aspects of learning. Comparing these models, Efklides (2011) model – Metacognitive and Affective Model of SRL (MASRL) had a stronger metacognitive background, and motivation and affect occupy a central role in Efklides’ figure. Because of the importance of mathematical education around the world, especially in China (Yan, 1994), the present research chose the mathematics subject to explore how aspects in SRL influenced the mathematics performance
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