Investigation of relationship between mathematic anxiety and Metacognitive Awareness of Reading Strategies in students of talents high schools

This study was performed in order to evaluate the relationship between mathematic anxiety and Metacognitive Awareness of Reading Strategies Inventory in students of talents high schools. statistical society includes all students of talent high schools of Qom (grades one, two and three) who were educating in academic year of 1394-1395. Among 120 students (60 boys and 60 girls) were selected by stratified accidental sampling method. In this study, mathematic anxiety questionnaire (MARS-R) and Metacognitive Awareness of Reading Strategies Inventory (MARSI) were used. The data were analyzed using Pearson correlation coefficient and mean difference of two groups (independent t test) and using SPSS software. results showed that there is a negative and meaningful relationship between mathematic anxiety and Metacognitive Awareness of Reading Strategies Inventory and mathematic anxiety in girls is more than boys. Metacognitive Awareness of Reading Strategies Inventory in boys is more than girls. Metacognitive Awareness of Reading Strategies Inventory can cause that reading strategies were used during studying different lesson in order to reduce anxiety by desired memorizing.