The Relationship among Self-efficacy, Metacognitive Ability and Academic Motivation with Math Performance of High School Students in Parsian

  • Mahnaz Movaghar Islamic Azad University,
  • Fariba Darman Islamic Azad University
  • Mohammad Hosein Gholami Islamic Azad University,
DOI: https://doi.org/10.53555/er.v2i10.418
Keywords: self-efficacy,, metacognitive ability, academic motivation, math performance,, students.

Abstract

The purpose of this study was to determine the relationship among self-efficacy,
meta-cognitive ability and academic motivation with math performance of high
school students in Parsian. This research has been applied in a purposeful and
descriptive way and has been correlated with research type. The statistical
population of this study was all high school students in Parsian. Sample size: 150
people were selected by cluster sampling method. Measurement tools were selfefficacy
questionnaire, meta-cognitive ability questionnaire and academic
motivation questionnaire. The results of this research have shown that there is a
significant and positive relationship between self-efficacy, metacognitive ability,
academic motivation and mathematical function. Also, student's math performance
is predictable through the components of self-efficacy, metacognitive ability, and
academic motivation. In total, approximately 30.3% of variance predicts students'
mathematical performance variables.

Downloads

Download data is not yet available.

Author Biographies

Mahnaz Movaghar, Islamic Azad University,

Assistant Professor, Department of Educational Sciences

Fariba Darman, Islamic Azad University

Master of Educational Psychology, Bandar lengeh Branch

Mohammad Hosein Gholami, Islamic Azad University,

Assistant Professor, Department of Educational Sciences

Published
2017-10-31
How to Cite
Movaghar, M., Darman, F., & Gholami, M. H. (2017). The Relationship among Self-efficacy, Metacognitive Ability and Academic Motivation with Math Performance of High School Students in Parsian. IJRDO- Journal of Educational Research, 2(10), 95-113. https://doi.org/10.53555/er.v2i10.418
Issue
Vol. 2 No. 10 (2017): IJRDO - Journal Of Educational Research
Section
Articles

Author(s) and co-author(s) jointly and severally represent and warrant that the Article is original with the author(s) and does not infringe any copyright or violate any other right of any third parties, and that the Article has not been published elsewhere. Author(s) agree to the terms that the IJRDO Journal will have the full right to remove the published article on any misconduct found in the published article.