A Comparison of Motivation, Metacognition and Mathematic Emotion Regulation in Students with Math Anxiety and Normal Students

Document Type : Research Paper

Authors

1 Department of Psychology, Faculty of Literature and Humanities, University of Guilan, Guilan, Iran

2 Department of Psychology, Faculty of Literature and Humanities, University of Guilan, Guilan, Iran.

Abstract

The aim of this study was to compare motivation, metacognitive ability and adjustment of mathematical emotion in normal and anxious students.the research project was casual -Comparative and Statistical Society was 524 Fifth Grade Girls of Lahijan Normal Schools in 2018-2019 which after screening 142 students were equally divided in two groups. The main instruments of this study were Hanin et al.'s (2017) children's emotion regulation scale, Corter's mathematical motivation (2005), Philipo and Panora mathematical metacognitive (2007), and cognetive instruments Chiu's and Henry's children's mathematical anxiety (1990), Tabrizi Mathematical Disorder Scale (2015) and Raven's test (1938). Data were analyzed using SPSS software, MANOVA statistical methods and independent T-test. The results showed, the group with anxiety scored lower in all three variable) p < 0/05). In addition, there was no significant difference between the two groups in the motivation component in metacognition and help- seeking and maintain attention and concentration in the emotion regulation scale. Due to the importance of cognitive and motivational variables

Keywords

References

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Journal of Applied Psychological Research
Volume 12, Issue 1
April 2021
Pages 183-205

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History

  • Receive Date: 12 July 2020
  • Revise Date: 13 September 2020
  • Accept Date: 10 October 2020
  • First Publish Date: 10 May 2021
  • Publish Date: 22 May 2021

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