Explaining the Attitude towards Mathematics in Students on the Basis of Goal Adjustment Strategies and Metacognitive Beliefs

Abstract

The aim of this study was to Explaining Attitudes toward mathematics among Student on the basis of Goal adjustment strategies and metacognitive beliefs. In a Descriptive-correlational study, from among all students of various schools of Bafgh city, in 2016-2017, 310 students were selected using multistage cluster sampling method and using the margin of error Cochran. The participants completed the Goal adjustment strategies Scale, metacognitive beliefs Questionnaire, and Attitudes toward mathematics Questionnaire. Data analysis was performed using the Pearson correlation coefficient and multiple regression analysis (stepwise). The results showed significant negative relationship between Goal adjustment strategies with certain components of the attitude toward math. Also, the regression results showed that there is a significant-negative positive relationship between metacognitive strategies and some of the attitude to mathematics. These results also indicated that Goal adjustment strategies and metacognitive beliefs predictive for components of attitude to mathematics. From the findings of this study, it can be inferred that Goal adjustment strategies and metacognitive beliefs were important Factor of attitude to mathematics in students. Therefore, in educational programs for the mathematics among students, goal adjustment strategies and metacognitive beliefs require more attention.