The mediating effect of academic motivation on the relationship between meta cognitive skills and student attitude and beliefs towards mathematics

Abstract

This study investigates the mediating role of academic motivation in the relationship between metacognitive skills and student attitudes and beliefs towards mathematics. By employing a quantitative research design, data were collected from a diverse sample of secondary school students through standardized questionnaires that measured metacognitive skills, academic motivation, and attitudes and beliefs about mathematics. The analysis utilized structural equation modeling to assess the direct and indirect effects among the variables. The findings reveal that metacognitive skills significantly enhance academic motivation, which in turn positively influences students' attitudes and beliefs towards mathematics. Specifically, students with higher levels of metacognitive awareness and regulation exhibited greater academic motivation, leading to more positive attitudes and stronger beliefs in their mathematical capabilities. These results underscore the importance of fostering metacognitive skills and motivation in educational interventions aimed at improving students' engagement and performance in mathematics. The study contributes to the understanding of cognitive and motivational dynamics in educational settings and provides practical insights for educators seeking to enhance mathematical learning outcomes. Keywords: academic motivation, metacognitive skills, student attitude towards mathematics, first year college students, Philippines.