Number sense and academic buoyancy among middle school students: a serial mediation model of mathematical metacognition awareness and math anxiety

Zeki Aksu; Ümit Kul; S. Ahmet Satici

Number sense and academic buoyancy among middle school students: a serial mediation model of mathematical metacognition awareness and math anxiety

Aksu, Zeki ^[1] ; Kul, Ümit ; Satıcı, Seydi Ahmet ^[2]
1. [1] Artvin Coruh University
  
  Artvin Coruh University
  
  Turquía
2. [2] Yıldız Technical University
  
  Yıldız Technical University
  
  Turquía
Localización: Anales de psicología, ISSN-e 1695-2294, ISSN 0212-9728, Vol. 40, Nº. 3, 2024 (Ejemplar dedicado a: october - december), págs. 421-431
Idioma: inglés
DOI: 10.6018/analesps.600901
Títulos paralelos:
- Sentido numérico y perseverancia académica entre estudiantes de secundaria: un modelo de mediación en serie de conciencia metacognitiva matemática y ansiedad matemática
Enlaces
- Texto completo
Resumen
- español
  El presente estudio examinó si el sentido numérico estaba relacionado con la perseverancia académica y si esta relación estaba mediada por la conciencia metacognitiva matemática y la ansiedad matemática. Se recopilaron datos de 231 estudiantes de séptimo y octavo grado de escuelas intermedias mediante medidas de autoinforme de sentido numérico, perseverancia académica, conciencia metacognitiva y ansiedad matemática. Los resultados revelaron una asociación positiva significativa entre el sentido numérico y la conciencia de metacognición matemática, así como una asociación negativa significativa entre el sentido numérico y la ansiedad matemática. Además, los resultados indicaron que el sentido numérico facilitó la perseverancia académica a través de la conciencia de la metacognición matemática y luego de la ansiedad matemática. Estos hallazgos contribuyen a la comprensión de cómo estos factores pueden afectar la perseverancia académica en los estudiantes de secundaria.
- English
  The present study examined whether number sense was related to academic buoyancy and whether this relationship was mediated by mathematical metacognition awareness and mathematics anxiety. Data was gathered from 231 students in grade 7 and 8 middle schools through self-report measures of number sense, academic buoyancy, metacognition awareness, and math anxiety. The results revealed a significant positive association between number sense and mathematical metacognition awareness, as well as a significant negative association between number sense and math anxiety. Moreover, results indicated that number sense facilitated academic buoyancy via mathematical metacognition awareness and then math anxiety. These findings contribute to the understanding of how these factors may impact academic buoyancy in middle school students.
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