The Role of Metacognition and its Interaction on Students' Negative Academic Emotions towards Their Academic Buoyancy and Achievement in Mathematics

Eddiebal P Layco

doi:10.13189/ujer.2020.082534

Abstract

This causal research study generally determined the intervening effect of students' metacognition in terms of cognition, motivation, and behavior on the association of their negative emotions with their academic buoyancy and achievement. Data were obtained from a sample of 1100 students from the different students from chosen Senior High Schools in the Division of Pampanga, Philippines during S.Y. 2018-2019. Results revealed that students' negative academic emotions such as anxiety, anger, boredom, hopelessness and shame predict their capacity to cope up with their difficulties in mathematics as well as their achievement in the subject. Result also showed that the relationship between the student's academic buoyancy and achievement is partially intervened by metacognition. This implies that students' ability to bounce back causes them to improve their grades because of their academic cognition, motivation, behavior, and some other factors. Furthermore, the impact of negative academic feelings on students' academic buoyancy and achievement is being moderated by metacognition which indicates that metacognition does not affect the achievement of students who have high levels of negative academic emotions in mathematics in terms of their grades. On the other hand, students who have low levels of negative academic emotions in their grades given that they have higher levels of metacognition and academic buoyancy achieve higher grades in mathematics. With these results, it was recommended that to lessen the impact of negative feelings such as uneasiness and hopelessness on achievement, educator should consider metacognitive strategies for their students to be buoyant and finally increase the chances to achieve academic success.

Highlights

The connection between the academic competence of the students especially in mathematics and the negative academic emotions was shown in few studies
This study focuses on the association among students’ negative emotions, academic buoyancy and achievement
The findings of the study give an information about the connection between academic buoyancy and student

Summary

Introduction

The connection between the academic competence of the students especially in mathematics and the negative academic emotions was shown in few studies. Anxiety has been the focused of studies about students’ negative emotion and its association with achievement. Study concentrating on the other negative emotions experienced by learners has given conceptual and experimental attention. There are many students’ emotions to be considered in the classroom aside from anxiety [1]. Emotions such as anger, boredom, enjoyment, hopelessness, shame, and pride can influence students’ learning in different ways. Boredom, enjoyment, hopelessness, shame, and pride can influence students’ learning in different ways These can be affected by learning environment factors, students’ individual differences, and external

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Results

Conclusion