Investigating the relationship between academic motivation and metacognition with students' mathematical anxiety

The purpose of this study was to determine the relationship between academic motivation and metacognition with mathematical anxiety in high school boys and girls in Kermanshah. The statistical population of this study included all high school students, male and female students who were studying in Kermanshah schools in the academic year 1396-1977. To select the sample according to Morgan table, 269 individuals were selected as the sample and answered the mathematical anxiety, academic motivation and meta-cognition questionnaires. Data were analyzed using multivariate regression and Pearson correlation coefficient. Regression analysis was used to predict mathematical anxiety as a criterion variable based on metacognitive beliefs and academic motivation variables. The results showed that the observed F was significant (F = 5/01) and the predictive variables together explained 0.22% of the variance of mathematical anxiety. Therefore, considering the results of the present study and the importance of mathematics lesson and its application and considering the role of cognitive and metacognitive components, using different methods of increasing self-esteem to create positive self-image to mathematics lesson.