What relationship exists between academic performance and metacognition in the area of mathematics
Searched over 200M research papers
Research Analysis by Consensus
Consensus Meter
The Relationship Between Academic Performance and Metacognition in Mathematics
Positive Correlation Between Metacognition and Math Performance
Research consistently shows a significant positive correlation between metacognition and mathematics performance across various age groups and educational contexts. A meta-analysis of 31 studies involving adolescents (ages 11-16) found a strong positive correlation (r = .37) between metacognition and math performance, indicating that students who are more metacognitively aware tend to perform better in mathematics. Similarly, a study involving fifth-grade students demonstrated a significant positive relationship (r = .648) between metacognitive knowledge and skills and mathematics achievement, explaining 42% of the total variance in math performance.
Mediating Factors: Self-Efficacy and Motivation
The relationship between metacognition and mathematics performance is further influenced by factors such as self-efficacy and motivation. A study on Chinese Grade 10 students found that self-efficacy and intrinsic motivation mediate the relationship between metacognitive knowledge and mathematics performance. This suggests that students who believe in their capabilities and are intrinsically motivated are more likely to use metacognitive strategies effectively, leading to better math performance. Another study supports this by showing that autonomous motivation positively influences metacognitive knowledge, which in turn enhances math performance.
Metacognitive Skills and Mathematical Problem Solving
Metacognitive skills are crucial for mathematical problem-solving. Research involving Grade 3 students identified three key metacognitive components—global metacognition, off-line metacognition, and attribution to effort—that significantly contribute to successful mathematical problem-solving. These components help differentiate between average and above-average problem solvers, as well as between students with varying degrees of math learning disabilities.
Overconfidence and Math Anxiety
Interestingly, metacognitive judgments in mathematics can be affected by overconfidence and math anxiety. Studies have shown that students often exhibit overconfidence in predicting their math performance, which can lead to math avoidance and negatively impact their metacognitive abilities. This overconfidence is more pronounced in mathematics compared to other academic subjects, highlighting the unique challenges students face in this area.
Implications for Educational Practice
The findings from these studies underscore the importance of incorporating metacognitive strategies into mathematics education. Teachers and educators are encouraged to foster metacognitive awareness among students to enhance their math performance. Training programs that focus on developing self-efficacy and intrinsic motivation can further support the effective use of metacognitive strategies in mathematical learning .
Conclusion
In summary, there is a robust positive relationship between metacognition and mathematics performance. This relationship is mediated by factors such as self-efficacy and motivation, and is influenced by students' confidence levels and anxiety towards math. Educators should consider these factors to improve mathematical learning outcomes through targeted metacognitive training and support.
Sources and full results
Most relevant research papers on this topic