| July 2019,the "Work Plan on Strengthening Mathematics Scientific Research" jointly formulated by the Ministry of Education and other departments pointed out that "mathematical strength often affects national strength..." Young people invested a great deal of time and effort in order to learn mathematics.However,with comparable intelligence and consistent environments,academic achievementin mathematics still varies widely.Metacognition is considered to be an important factor influencing academic achievementin mathematics.In this article,based on a meta-analysis of research on the relationship between metacognition and academic achievement in mathematics,we first explored the potential categories of general domain metacognition and its relationship with academic achievement in mathematics using junior high school students as subjects,then further revealed the developmental characteristics of general domain metacognition,mathematical metacognition and subcomponents and their relationship with academic achievement in mathematics through a follow-up study,and explored the two in depth in conjunction with self-efficacy.In the end,by mining the text representation of junior high school students with different mathematical academic achievements in the process of mathematical learning,this study further investigated the metacognition and sub-component performance of junior high school students with different academic performance in mathematics.For one,91 texts and 231 independent samples(n=597763)were included in the meta-analysis.The results showed a significant positive association between metacognition and academic achievement in mathematics,with a total effect size of 0.299,p<0.001.The relationship between metacognition and academic achievement in mathematics was moderated not only by age,but also by domain involved.Secondly,the potential categories of general domain metacognition and its relationship with academic achievement in mathematics were explored using 2,844 junior high school students as subjects.The results showed that general domain metacognition exhibited categories of low knowledge low regulation-fluctuation group(6.83%),intermediate state-fluctuation group(32.31%),high knowledge high regulation-fluctuation group(44.97%),and high knowledge high regulation-stability group(16.19%).The difference in academic achievement in mathematics was significant in these categories.Thirdly,the results of a two-and-a-half-year follow-up study of 410 junior high school students showed that general domain metacognition showed a slight increase in the first year and a decrease in the second and third years,exhibiting categories of high-slowly rising group(26.67%),medium-slowly falling group(54.85%)and low-significantly falling group(18.48%).In terms of the categories of academic achievement in mathematics,the growth in general domain metacognition and subcomponents was not significant in the high-slowly rising group and the medium-significantly rising group,while in the other categories,the negative growth in general domain metacognition and the subcomponents was significant.In addition,the relative weight of the effect of cognitive regulation on academic performance in mathematics was around 50% at all time points,mostly exceeding cognitive knowledge.The two-level mediating effect of general domain metacognition between self-efficacy and academic achievement in mathematics was significant.Fourth,the results of a two-and-a-half-year follow-up study of 111 junior high school students showed that mathematics metacognition increased in the first year and decreased in the second year followed by a slight increase in the third year,showing categories of high-slowly decreasing group(32.67%),medium-significantly decreasing group(54.46%)and low-slowly decreasing group(12.87%).Further,the growth of mathematics metacognition and subcomponents was not significant in the high-significantly declining group,the negative growth of mathematics metacognitive strategies was significant in the moderate-significantly declining group,and the negative growth of both mathematics metacognition and subcomponents was significant in the low-slowly declining group.In addition,the relative weight of the effect of mathematical metacognitive knowledge on academic achievement in mathematics exceeded 50% at most time points and was greater than that of the other subcomponents.Looking at the different categories of mathematics metacognition,in the high-slowly declining group,the effect of mathematics metacognitive knowledge on academic achievement in mathematics exceeded 65% in the first three terms of junior secondary school and was greater than the other subcomponents,while in the other categories,the effect of mathematics metacognitive knowledge on academic achievement in mathematics was greater than the other subcomponents only in the second term of the first year.Fifth,141 articles on the theme of how I learn mathematics were used as research texts to explore the metacognitive performance of junior high school students with different academic achievement in mathematics.The results showed that the proportion of the number of nodes coded and the mean number of nodes coded were higher in the high subgroup than in the low subgroup on the different subcomponents of metacognition.Words such as thinking and pondering appeared more frequently in the high subgroup.They had a clearer understanding of the basic nature of mathematical problems,a clearer understanding of learning strategies,a better grasp of learning effects,and more positive experiences.Based on this,this study draws four conclusions.(1)Metacognition is closely related to academic achievement in mathematics.The closeness of the two at the junior secondary level was between that at the primary and senior secondary levels.The relationship between mathematics metacognition and academic achievement in mathematics is stronger than that between general domain metacognition.Mathematics metacognition has a greater impact on academic achievement in mathematics.(2)The second year of junior secondary school is an important point in the development of metacognition.Moreover,the development of metacognition and its subcomponents differed across mathematics academic achievement categories,as evidenced by the fact that there were no significant changes in general domain metacognition and its subcomponents in the high-significantly rising and medium-significantly rising groups,while they decreased significantly in medium-significantly falling group and low-significantly rising group.In addition,in high-significantly rising group,there was no significant change in mathematical metacognition and subcomponents;in the medium-significantly falling group,there was a significant decline in mathematical metacognitive strategies;and in low-slowly rising group,there was a significant decline in mathematical metacognition and subcomponents.(3)The relationship between different categories of general domain metacognition and academic achievement in mathematics varied among junior high school students.Moreover,the effects of metacognitive subcomponents on academic achievement in mathematics were different.Specifically,in medium-slowly declining group of general domain metacognition,cognitive knowledge had a greater influence than cognitive regulation,and vice versa in low-significantly declining group,while in high-slowly rising group,the effects of the two were not similar;in high-slowly declining group of mathematics metacognition,mathematics metacognitive knowledge had a greater influence,while in the other categories,the effects of mathematics metacognitive subcomponents on mathematics academic achievement were not similar.In addition,self-efficacy can influence academic achievement in mathematics through metacognition.(4)Middle school students with higher academic achievement in mathematics were more likely to think about their thinking,have more metacognitive knowledge,and accumulate more positive metacognitive experiences. |
PDF Full Text Request