Abstract
The relations between achievement goals in mathematics and task-specific metacognitive experiences and control were analyzed using path analyses. A sample of vocational students (n = 253) completed a set of scales on their motivational beliefs in mathematics, a test of numerical reasoning ability, and a math problem. Before and after solving this problem, the participants reported their subjective metacognitive experiences and metacognitive control. Different achievement goals were found to have unique effects throughout the solution of the problem. For example, mastery-approach goals predicted effort related to metacognitive experiences and mastery-challenge goals (Grant & Dweck, 2003) explained feelings of difficulty and liking. Metacognitive control was found to be indirectly predicted by achievement goals, with their effects mediated by metacognitive experiences. The results paint a complex picture of achievement goals’ effect on metacognitive processes.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
