{"title":"资优学生元认知与数学适应力之间关系的中介分析","authors":"Sedat Turgut, Mahir Uğurlu","doi":"10.1002/pits.23141","DOIUrl":null,"url":null,"abstract":"This study examined the mediator role of mathematics motivation and the moderator role of mathematics anxiety (MA) in the relationship between metacognition (MC) and mathematical resilience (MR). The participants are 202 gifted students. Data were collected through the “Metacognitive Awareness Scale,” “MR Scale,” “Revised MA Rating Scale,” and “Mathematics Motivation Scale.” Regression analysis based on the bootstrap technique was used to test the hypothetical model, including mediation, moderation, and moderated mediation relations. The study results showed that MC indirectly positively affects MR through mathematical motivation. MA has a moderator effect on the positive effect of mathematics motivation on MR. The positive effect of mathematics motivation on MR decreases as MA increases. MA has a moderating effect on the indirect effect of MC on MR through mathematics motivation. The positive effect of MC on MR decreases as math anxiety increases.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":"89 1","pages":""},"PeriodicalIF":1.8000,"publicationDate":"2024-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"A moderated mediation analysis on the relationship between metacognition and mathematical resilience of gifted students\",\"authors\":\"Sedat Turgut, Mahir Uğurlu\",\"doi\":\"10.1002/pits.23141\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This study examined the mediator role of mathematics motivation and the moderator role of mathematics anxiety (MA) in the relationship between metacognition (MC) and mathematical resilience (MR). The participants are 202 gifted students. Data were collected through the “Metacognitive Awareness Scale,” “MR Scale,” “Revised MA Rating Scale,” and “Mathematics Motivation Scale.” Regression analysis based on the bootstrap technique was used to test the hypothetical model, including mediation, moderation, and moderated mediation relations. The study results showed that MC indirectly positively affects MR through mathematical motivation. MA has a moderator effect on the positive effect of mathematics motivation on MR. The positive effect of mathematics motivation on MR decreases as MA increases. MA has a moderating effect on the indirect effect of MC on MR through mathematics motivation. The positive effect of MC on MR decreases as math anxiety increases.\",\"PeriodicalId\":48182,\"journal\":{\"name\":\"Psychology in the Schools\",\"volume\":\"89 1\",\"pages\":\"\"},\"PeriodicalIF\":1.8000,\"publicationDate\":\"2024-01-12\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Psychology in the Schools\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://doi.org/10.1002/pits.23141\",\"RegionNum\":3,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"PSYCHOLOGY, EDUCATIONAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Psychology in the Schools","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1002/pits.23141","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"PSYCHOLOGY, EDUCATIONAL","Score":null,"Total":0}
A moderated mediation analysis on the relationship between metacognition and mathematical resilience of gifted students
This study examined the mediator role of mathematics motivation and the moderator role of mathematics anxiety (MA) in the relationship between metacognition (MC) and mathematical resilience (MR). The participants are 202 gifted students. Data were collected through the “Metacognitive Awareness Scale,” “MR Scale,” “Revised MA Rating Scale,” and “Mathematics Motivation Scale.” Regression analysis based on the bootstrap technique was used to test the hypothetical model, including mediation, moderation, and moderated mediation relations. The study results showed that MC indirectly positively affects MR through mathematical motivation. MA has a moderator effect on the positive effect of mathematics motivation on MR. The positive effect of mathematics motivation on MR decreases as MA increases. MA has a moderating effect on the indirect effect of MC on MR through mathematics motivation. The positive effect of MC on MR decreases as math anxiety increases.
期刊介绍：
Psychology in the Schools, which is published eight times per year, is a peer-reviewed journal devoted to research, opinion, and practice. The journal welcomes theoretical and applied manuscripts, focusing on the issues confronting school psychologists, teachers, counselors, administrators, and other personnel workers in schools and colleges, public and private organizations. Preferences will be given to manuscripts that clearly describe implications for the practitioner in the schools.
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