Investigating the Association Between Metacognition and Math Performance in Adolescence

Muncer, Gemma and Higham, Philip A. and Gosling, Corentin, J. and Wood-Downie, Henry and Hadwin, Julie A. (2021) Investigating the Association Between Metacognition and Math Performance in Adolescence. Educational Psychology Review. ISSN Print: 0018-1560 Electronic: 1573-174X (Accepted for Publication)

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Abstract

Poor math and numeracy skills are associated with a range of adverse outcomes, including reduced employability and poorer physical and mental health. Research has increasingly focused on understanding factors associated with the improvement of math skills in school. This systematic literature review and meta-analysis investigated the association between metacognition and math performance in adolescence (11-16-year-olds). A systematic search of electronic databases and grey literature (to 04.01.2020) highlighted 31 studies. The quantitative synthesis of 74 effect sizes from 29 of these studies (30 independent populations) indicated a significantly positive correlation between metacognition and math performance in adolescence (r = .37, 95% CI = [.29, .44], p < .001). There was significant heterogeneity between studies. Consideration of online (versus offline) measures of metacognition and more complex (versus simple) measures of math performance, and their combination, were associated with larger effect sizes; however heterogeneity remained high for all analyses.

Item Type: Article
Additional Information and Comments: http://link.springer.com/journal/10734 when published the article will be available at “The final publication is available at link.springer.com”."
Keywords: adolescence, metacognition, math
Faculty / Department: Faculty of Education > Education Studies
Depositing User: Julie Hadwin
Date Deposited: 25 May 2021 15:00
Last Modified: 25 May 2021 15:00
URI: https://hira.hope.ac.uk/id/eprint/3294

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