engleski

Students’ math performance: The role of motivation, learning strategies and metacognitive judgments

Relationship of different aspects of self- regulated learning with math achievement has so far mainly dealt with motivational and cognitive factors. The potential mediation role of metacognitive judgments has been less frequently investigated. The integration of metacognitive judgments with motivational aspects of self- regulation might be of particular relevance for the self-regulated learning in the domain of mathematics given that there is some evidence on higher students’ overconfidence in predicting math performance compared to other academic subjects (Erickson & Heit, 2015). The aim of this study was to examine the effects of approach goal orientations, perceived math competence and math anxiety on students’ actual performance on a math test. Models assuming both, their direct as well as their mediated effects through elaboration and rehearsal strategies use and metacognitive judgements were tested. An online survey methodology was employed involving a sample of 427 high school students assessing students' self-reports on their approach goal orientations, math competence, math anxiety and learning strategies use. Also, a math test was applied. Upon completing the test, participants indicated their confidence by estimating their test scores. The results showed that the examined predictors exerted both direct and indirect effects on students’ math performance. Learning strategies mediated the effects of mastery-approach and performance-approach goal orientation, perceived math competence and math anxiety on math performance. However, only the effects of mastery-approach goal orientation on math performance were mediated by students’ metacognitive judgements suggesting that to some extent, mastery-approach endorsement could be related with higher overconfidence in mathematics.

achievement goal orientation ; learning strategies ; metacognitive judgments ; math performance

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