Title: Metacognitive Awareness, Motivational Beliefs and Mathematics Performance of Junior High School Students: An Investigation of Mediating Effects
Stream: Primary & Secondary Education
Presentation Type: Virtual Presentation
Janina Sercenia, De La Salle University-Manila, Philippines
Metacognition and motivational beliefs are crucial components of self-regulated learning. Effective learners are expected to exhibit the ability to plan, evaluate, regulate and control their attitudes and behaviors during the learning process. Thus, this study investigated whether students’ motivational beliefs significantly mediate the relationship between students’ metacognitive awareness and mathematics performance. The study was conducted on 146 junior high school students. Quantitative data were obtained using online survey questionnaires on metacognition, motivational beliefs, and Achievement test on Mathematics. The study utilized descriptive correlational research, and the mediating effects were investigated using a set of regression analyses. Results showed that the respondents have above average metacognition in terms of metacognitive knowledge (M=3.80, SD = 0.38) and metacognitive regulation (M=3.79, SD = 0.36). Students’ motivational beliefs components were described as above-average except for the test anxiety. Students also showed very good performance in Mathematics. Furthermore, correlation analysis showed that metacognitive awareness (r=0.369, p<0.01) and extrinsic goal orientation (r=0.326, p<0.01) were highly significant with respondents’ mathematics performance. Regression analysis also revealed evidence of the partial mediation effect of extrinsic goal orientation between metacognitive awareness and mathematics performance. These findings indicates that external goal orientation plays an important role in metacognitive awareness and mathematics performance. Extrinsic goal orientation causes changes in both metacognition and mathematics performance. The results also emphasize that educators should consider the motivational beliefs and metacognition of students in mathematics.
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