Does Metacognition Matter in the Relationship between Mathematics Interest and Mathematics Anxiety?

Rani Aprilia, Lucia RM Royanto

Abstract


The purpose of this research is to find out whether there is an influence of mathematics interest on mathematics anxiety mediated by metacognitive knowledge in 5th-grader. The research data collected from 366 5th-grader in South Jakarta obtained using convenience sampling technique. Data collection carried out using questionnaires consists of Modified Abbreviated Math Anxiety Scale (mAMAS), the interest value subscale of the Subjective Task Value Scale, and Metacognitive Knowledge in Mathematics Questionnaire (MKMQ). From the analysis, mathematics interest has a significant effect on mathematics anxiety, and each dimension of metacognitive knowledge mediates them. However, metacognitive knowledge only mediates the influence of mathematics interest on mathematics anxiety partially. This means mathematics interest can affect mathematics anxiety both directly and through metacognitive knowledge variables.

Keywords


Mathematics anxiety; Mathematics interest; Metacognitive knowledge; Elementary school students

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References


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