Metacognitive awareness and math anxiety in gifted students


Creative Commons License

Ogurlu Ü., Sarıçam H.

Cypriot Journal of Educational Sciences, cilt.10, ss.338-348, 2015 (Diğer Kurumların Hakemli Dergileri)

  • Cilt numarası: 10 Konu: 4
  • Basım Tarihi: 2015
  • Doi Numarası: 10.18844/cjes.v10i4.228
  • Dergi Adı: Cypriot Journal of Educational Sciences
  • Sayfa Sayıları: ss.338-348

Özet

The basic purpose of this study has been to examine the relationships between metacognitive awareness and maths anxiety in gifted students. The second aim was to compare with gifted and non-gifted students' metacognitive awareness and maths anxiety levels. The participants were 300 (150 gifted, 150 non-gifted) volunteer secondary school students in Turkey. The mean age of the participants was 12.56 years ranging from 12 to 13 years. For gathering data, the "Maths Anxiety Scale for Elementary School Students" and "The Metacognitive Awareness Inventory for Children" were used. For analysing the data, Spearman correlation analysis, the Mann Whitney U test, and linear regression analysis were used. According to the findings: firstly, gifted students' metacognitive awareness scores were higher than those of non-gifted students. On the other hand, non-gifted students' maths anxiety levels were higher than those of gifted students. Secondly, there was negative correlation between metacognitive awareness and math anxiety. Finally, the findings of linear regression analysis indicated that metacognitive awareness is explained by 48% total variance of maths anxiety in gifted students.