Investigating the Structural Equation Model of the effect of Metacognitive Awareness, Self-Efficacy, and Academic Motivation on Attitude towards Mathematics by Examining the Mediating Role of Mathematical Anxiety in Students with Special Learning Disabilities

Document Type : Research Paper

Authors

Department of Psychology, Faculty of Literature and Humanities, Urmia University, Urmia, Iran.

10.32598/JLD.10.2.7

Abstract

Objective: The purpose of this study was to examine the structural equation model of metacognitive awareness, self-efficacy and academic motivation with an attitude toward mathematics: by mediating the role of math anxiety in patients with LD. 
Methods: The method of this study was correlation of structural equation model. The statistical population of the present study included all students with special learning disorder selected from the 4th to 6th grades of East Azarbaijan province who were studying in the first half of the academic year of 2017-18. The statistical sample included 213 students with a specific learning disorder selected from the statistical community using simple random sampling method. They responded to math anxiety questionnaires, attitude toward math, academic motivation, academic self-efficacy and meta-cognitive awareness questionnaires.
Results: The results of Pearson correlation coefficient showed there is a positive and significant relationship between the attitudes toward mathematics and metacognitive awareness; between academic self-efficacy and attitude towards math; there is a positive and significant relationship between attitudes toward math with academic motivation. Also there is a significant negative relationship between mathematical anxiety with metacognitive awareness, academic self-efficacy, internal and external educational motivation, perception of teacher's attitude and attitude toward mathematics. 
Conclusion: Also, the AMOS software bootstrap test showed that indirect paths of metacognitive strategies to attitudes toward mathematics through mathematical anxiety; academic motivation for attitudes toward mathematics through mathematical anxiety and academic self-efficacy for attitudes toward mathematics through mathematical anxiety are fitted.

Keywords


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