Pre-service teachers' metacognitive awareness and self-perceived mathematics achievement: assessing the mediating role of self-efficacy

Résumé

Despite growing evidence linking metacognitive awareness and self-perceived mathematics achievement, limited attention has been given to the mediating role of students' self-efficacy, particularly within Ghanaian tertiary mathematics education contexts. Accordingly, the study explored these connections. Drawing on the social cognitive theory and self-regulated learning, whether students' self-efficacy beliefs regarding their ability to successfully perform mathematics tasks indirectly accounts for the association between metacognitive awareness and self-perceived mathematics achievement was examined. Employing a cross-sectional survey design, a structured questionnaire was administered to 400 students. The study's data was analysed making use of a structural equation modelling (SEM) via SPSS and IBM AMOS (v.23). The result emanated from the analysis indicated that metacognitive awareness was significantly associated with both students' self-efficacy and self-perceived mathematics achievement. Likewise, while self-efficacy was observed to be significantly associated with self-perceived mathematics achievement, it also partially mediated the relationship between metacognition and self-perceived mathematics achievement. These findings shed light on how cognitive and motivational factors are meaningfully associated with students' self-perceived mathematics achievement. Suggestions concerning instructional approaches targeted at fostering students' awareness of their thinking process and building academic confidence were made. Consequently, implications for teaching and directions for future research are discussed.

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