Metacognition’s Mediating Effect on Undergraduate Achievement Goals and Mathematical Modelling Competency

Abstract

The purpose of this research is to investigate the influences of achievement goals and metacognition on mathematical modelling competency among undergraduates, with a specific focus on understanding the mediating role of metacognition in the relationship. This quantitative study employed a crosssectional survey research design. Cluster sampling method was used to select 694 undergraduates majoring in mathematics in Hebei province, China, including 522 (75.2%) females and 172 (24.8%) males. Participants are between 18 and 22 years old. To collect data, the mathematical modelling competency test questionnaire, metacognition inventory and achievement goals scale were used. Amos 28.0 was used to analyse the data through a structural equation model. The results of this research suggest that both achievement goals and metacognition have a positive influence on mathematical modelling competency. Metacognition has a partial mediating effect on the relationship between achievement goals and mathematical modelling competency. The study concludes that teachers should focus on undergraduate metacognition and goal-oriented guidance to further cultivate their mathematical modelling competency.