Number sense and academic buoyancy among middle school students: A serial mediation model of mathematical metacognition awareness and math anxiety Sentido numérico y perseverancia académica entre estudiantes de secundaria: un modelo de mediación en serie de conciencia metacognitiva matemática y ansiedad matemática


Aksu Z., Kul Ü., SATICI S. A.

Anales de Psicologia, vol.40, no.3, pp.421-431, 2024 (SCI-Expanded) identifier

  • Publication Type: Article / Article
  • Volume: 40 Issue: 3
  • Publication Date: 2024
  • Doi Number: 10.6018/analesps.600901
  • Journal Name: Anales de Psicologia
  • Journal Indexes: Science Citation Index Expanded (SCI-EXPANDED), Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, Fuente Academica Plus, IBZ Online, Periodicals Index Online, Psicodoc, Psycinfo, DIALNET
  • Page Numbers: pp.421-431
  • Keywords: Academic buoyancy, Math anxiety, Mathematical metacognition awareness, Number sense
  • Yıldız Technical University Affiliated: Yes

Abstract

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 aware-ness, 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.