A Meta-Analysis Investigating the Association between Metacognition and Math Performance in Adolescence

Autor/inn/en	Muncer, Gemma; Higham, Philip A.; Gosling, Corentin J.; Cortese, Samuele; Wood-Downie, Henry; Hadwin, Julie A.
Titel	A Meta-Analysis Investigating the Association between Metacognition and Math Performance in Adolescence
Quelle	In: Educational Psychology Review, 34 (2022) 1, S.301-334 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Muncer, Gemma)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-726X
DOI	10.1007/s10648-021-09620-x
Schlagwörter	Metacognition; Mathematics Achievement; Adolescents; Research; Effect Size; Correlation + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Forschung; Korrelation
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 = 0.37, 95% CI = [0.29, 0.44], p < 0.001). 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, was associated with larger effect sizes; however, heterogeneity remained high for all analyses. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01