A meta-analysis investigating the association between metacognition and math performance in adolescence
A meta-analysis investigating the association between metacognition and math performance in adolescence
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.
adolescence, math, metacognition
Muncer, Gemma
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Higham, Philip
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Gosling, Corentin
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Cortese, Samuele
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Wood-Downie, Henry
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Hadwin, Julie A.
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3 July 2021
Muncer, Gemma
bdfe437d-0d8d-403b-ba6c-1e5395d36080
Higham, Philip
4093b28f-7d58-4d18-89d4-021792e418e7
Gosling, Corentin
b1ee2081-a2bc-4d32-9dcd-db66e1a68012
Cortese, Samuele
297167c9-18ee-4371-8be9-b0293a5b0c48
Wood-Downie, Henry
3ea6dda6-516f-4bc8-9854-186540fb30e0
Hadwin, Julie A.
92a602a7-2380-44f4-863c-c30ef2608230
Muncer, Gemma, Higham, Philip, Gosling, Corentin, Cortese, Samuele, Wood-Downie, Henry and Hadwin, Julie A.
(2021)
A meta-analysis investigating the association between metacognition and math performance in adolescence.
Educational Psychology Review.
(doi:10.1007/s10648-021-09620-x).
Abstract
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.
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Accepted/In Press date: 19 May 2021
e-pub ahead of print date: 3 July 2021
Published date: 3 July 2021
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© 2021, The Author(s).
Keywords:
adolescence, math, metacognition
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Local EPrints ID: 449631
URI: http://eprints.soton.ac.uk/id/eprint/449631
PURE UUID: 166039c4-b710-4fbb-b2db-057641d3c290
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Date deposited: 09 Jun 2021 16:31
Last modified: 13 Sep 2024 04:03
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Contributors
Author:
Gemma Muncer
Author:
Corentin Gosling
Author:
Samuele Cortese
Author:
Julie A. Hadwin
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