A Meta-Analysis Investigating the Association Between Metacognition and Math Performance in Adolescence
| Autor: | Henry Wood-Downie, Samuele Cortese, Corentin J. Gosling, Gemma Muncer, Julie A. Hadwin, Philip A. Higham |
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| Přispěvatelé: | Fonctionnement et Dysfonctionnement Cognitifs : Les âges de la vie (DysCo), Université Paris 8 Vincennes-Saint-Denis (UP8)-Université Paris Nanterre (UPN), Laboratoire de Psychopathologie et Processus de Santé (LPPS (URP_4057)), Université Paris Cité (UPCité), University of Southampton |
| Jazyk: | angličtina |
| Rok vydání: | 2022 |
| Předmět: |
05 social sciences
education 050301 education Educational psychology Metacognition Employability Mental health behavioral disciplines and activities 050105 experimental psychology Developmental psychology Systematic review Numeracy Meta-analysis [SCCO.PSYC]Cognitive science/Psychology Developmental and Educational Psychology 0501 psychology and cognitive sciences Association (psychology) Psychology 0503 education |
| Zdroj: | Educational Psychology Review Educational Psychology Review, 2022, 34 (1), pp.301-334. ⟨10.1007/s10648-021-09620-x⟩ |
| ISSN: | 1040-726X 1573-336X |
| DOI: | 10.1007/s10648-021-09620-x⟩ |
| Popis: | Poor math and numeracy skills are associated with a range of adverse outcomes, including reduced employability and poorer physical and mental health. Research has increasingly focused on understanding factors associated with the improvement of math skills in school. This systematic literature review and meta-analysis investigated the association between metacognition and math performance in adolescence (11–16-year-olds). A systematic search of electronic databases and grey literature (to 04.01.2020) highlighted 31 studies. The quantitative synthesis of 74 effect sizes from 29 of these studies (30 independent populations) indicated a significantly positive correlation between metacognition and math performance in adolescence (r = .37, 95% CI = [.29, .44], p < .001). There was significant heterogeneity between studies. Consideration of online (versus offline) measures of metacognition and more complex (versus simple) measures of math performance, and their combination, was associated with larger effect sizes; however, heterogeneity remained high for all analyses. |
| Databáze: | OpenAIRE |
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