Department of Applied Psychology, Changsha Normal University, Changsha, China.
Department of Applied Psychology, Changsha Normal University, Changsha, China.
Acta Psychol (Amst). 2024 Sep;249:104486. doi: 10.1016/j.actpsy.2024.104486. Epub 2024 Sep 7.
Many studies have explored the relationship between metacognition and academic achievement in mathematics, but the results vary. In this study, meta-analysis was used to explore this relationship between metacognition and academic achievement in mathematics and influencing factors. According to the literature search, a total of 147 studies (1986-2024) and 338 independent samples met the inclusion criteria (n = 698,096). The results revealed metacognition was significantly positively correlated with academic achievement in mathematics, r = 0.32, 95 % CI [0.30, 0.34], Z = 28.49. Moreover, the moderating effects of age, domain, and culture were significant (p < 0.01). In conclusion, Metacognition is closely associated with academic achievement in mathematics but also that age, domain, and culture have a considerable impact on their relationship. More specifically, the degree of correlation between metacognition and academic achievement in mathematics was on the rise from preschool to high school, while it was lower in college. Compared with general field metacognition, mathematical metacognition is more closely linked to mathematics academic achievement. Lastly, compared with British and American countries, Chinese metacognition was more closely related to academic achievement in mathematics.
许多研究都探讨了元认知与数学学业成绩之间的关系，但结果不一。本研究采用元分析方法，探讨元认知与数学学业成绩之间的关系及其影响因素。根据文献检索，共有 147 项研究（1986-2024 年）和 338 个独立样本符合纳入标准（n=698096）。结果表明，元认知与数学学业成绩呈显著正相关，r=0.32，95%置信区间[0.30，0.34]，Z=28.49。此外，年龄、领域和文化的调节作用显著（p<0.01）。总之，元认知与数学学业成绩密切相关，但年龄、领域和文化对它们之间的关系有很大影响。具体来说，元认知与数学学业成绩的相关性从学前到高中呈上升趋势，而在大学则较低。与一般领域的元认知相比，数学元认知与数学学业成绩更为密切相关。最后，与英美国家相比，中国的元认知与数学学业成绩更为密切相关。
