The relationship between mathematical achievement, mathematical anxiety, perfectionism and metacognitive abilities in Italian students

IF 1.8 Q3 PSYCHOLOGY, CLINICAL Mediterranean Journal of Clinical Psychology Pub Date : 2020-12-19 DOI:10.6092/2282-1619/MJCP-2595

Caterina Buzzai, Pina Filippello, Bianca Puglisi, Antonina Viviana Mafodda, Luana Sorrenti

{"title":"The relationship between mathematical achievement, mathematical anxiety, perfectionism and metacognitive abilities in Italian students","authors":"Caterina Buzzai, Pina Filippello, Bianca Puglisi, Antonina Viviana Mafodda, Luana Sorrenti","doi":"10.6092/2282-1619/MJCP-2595","DOIUrl":null,"url":null,"abstract":"Background: The literature shows that mathematical achievement can be influenced by affective factors, metacognitive abilities, and personality traits. The aim of the present study is to investigate the relationship between mathematical achievement, mathematical anxiety, perfectionism, and metacognitive abilities in a sample of secondary school students. Method : The sample was composed of 272 students of secondary school, 43.8% males, and 56.3%, with an average age of 12.08 (SD=.89). The Evaluate Metacognition, Negative Attitudes, and Mathematics Anxiety, and the Almost Perfect Scale were administered, while the data on academic performance in mathematics was based on the average scores earned on written tests across all participants during the current school year. Correlational and path analyses were performed. Results: The results showed significant correlations between the variables investigated. Furthermore, mathematics achievement was positively predicted by control in performing, mathematics attitudes, beliefs related to mathematics, and adaptive perfectionism, while it was negatively predicted by math anxiety, and maladaptive perfectionism. Conclusion: This study has important educational implications for teachers as it highlights the role of metacognitive, affective, and personality factors in the learning and achievement of mathematics.","PeriodicalId":18428,"journal":{"name":"Mediterranean Journal of Clinical Psychology","volume":null,"pages":null},"PeriodicalIF":1.8000,"publicationDate":"2020-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"6","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Mediterranean Journal of Clinical Psychology","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.6092/2282-1619/MJCP-2595","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"PSYCHOLOGY, CLINICAL","Score":null,"Total":0}

引用次数: 6

Abstract

Background: The literature shows that mathematical achievement can be influenced by affective factors, metacognitive abilities, and personality traits. The aim of the present study is to investigate the relationship between mathematical achievement, mathematical anxiety, perfectionism, and metacognitive abilities in a sample of secondary school students. Method : The sample was composed of 272 students of secondary school, 43.8% males, and 56.3%, with an average age of 12.08 (SD=.89). The Evaluate Metacognition, Negative Attitudes, and Mathematics Anxiety, and the Almost Perfect Scale were administered, while the data on academic performance in mathematics was based on the average scores earned on written tests across all participants during the current school year. Correlational and path analyses were performed. Results: The results showed significant correlations between the variables investigated. Furthermore, mathematics achievement was positively predicted by control in performing, mathematics attitudes, beliefs related to mathematics, and adaptive perfectionism, while it was negatively predicted by math anxiety, and maladaptive perfectionism. Conclusion: This study has important educational implications for teachers as it highlights the role of metacognitive, affective, and personality factors in the learning and achievement of mathematics.

查看原文

微信好友朋友圈 QQ好友复制链接

本刊更多论文

意大利学生数学成就、数学焦虑、完美主义与元认知能力的关系

背景:文献表明，数学成绩受情感因素、元认知能力和人格特质的影响。摘要本研究旨在探讨中学生数学成绩、数学焦虑、完美主义和元认知能力之间的关系。方法:样本由272名中学生组成，男生占43.8%，男生占56.3%，平均年龄12.08岁(SD= 0.89)。评估元认知、消极态度、数学焦虑和近乎完美量表被执行，而数学学业成绩的数据是基于所有参与者在本学年的笔试中的平均分数。进行相关分析和通径分析。结果:结果显示所调查的变量之间存在显著的相关性。数学表现控制、数学态度、数学相关信念和适应性完美主义对数学成绩有正向预测作用，数学焦虑和适应不良完美主义对数学成绩有负向预测作用。结论:本研究强调了元认知、情感和人格因素在数学学习和成就中的作用，对教师具有重要的教育意义。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文去求助

来源期刊

Mediterranean Journal of Clinical Psychology PSYCHOLOGY, CLINICAL-

CiteScore

4.10

自引率

53.80%

发文量

审稿时长

4 weeks

期刊介绍： The MJCP is an Open Access Peer-Reviewed International Journal in Clinical Psychology. MJCP accepts research related to innovative and important areas of clinical research: 1. Clinical studies related to Clinical Psychology, 2. Psychopathology and Psychotherapy; 3. Basic studies pertaining to clinical psychology field as experimental psychology, psychoneuroendocrinology and psychoanalysis; 4. Growing application of clinical techniques in clinical psychology, psychology of health, clinical approaches in projective methods; 5. Forensic psychology in clinical research; 6. Psychology of art and religion; 7. Advanced in basic and clinical research methodology including qualitative and quantitative research and new research findings.