A Study on the Structural Equation Modeling of Metacognition Awareness, Self-Efficacy and Academic Motivation with Attitude toward Math: Intermediate role test of Mental Anxiety in Patients with Specific learning disability

The purpose of this study was to examine the structural equation model of met cognitive awareness, self-efficacy and academic motivation with an attitude toward mathematics: by mediating the role of math anxiety in patients with LD. The method of this study was correlation of structural equation model. The statistical population of the present study included all students with special learning disorder were selected from the 4th to 6th grades of East Azarbaijan province who were studying in the first half of the academic year of 2017-18. The statistical sample included 213 students there was a specific learning disorder among the statistical community which were selected using simple random sampling method and responded to math anxiety questionnaires, attitude toward math, academic motivation, academic self-efficacy and meta-cognitive awareness questionnaire. The results of Pearson correlation coefficient showed there is a positive and significant relationship between the attitudes toward mathematics and met cognitive awareness; between academic self-efficacy and attitude towards math; there is a positive and significant relationship between attitudes toward math with academic motivation. Also there is a significant negative relationship between mathematical anxiety with met cognitive awareness, academic self-efficacy, internal and external educational motivation, perception of teacher's attitude and attitude toward mathematics. Also, the AMOS software bootstrap test was shown It is fitted Indirect directions of meta-cognitive strategies to attitude; academic motivation toward attitude toward mathematical lesson and academic self-efficacy toward attitude toward mathematics through math anxiety.