The Influence of Achievement Goals on Metacognitive Processes in Math Problem Solving

Abstract

The relations between achievement goals in mathematics and task-specific metacognitive experiences and control were analyzed using path analyses. A sample of vocational students (n = 253) completed a set of scales on their motivational beliefs in mathematics, a test of numerical reasoning ability, and a math problem. Before and after solving this problem, the participants reported their subjective metacognitive experiences and metacognitive control. Different achievement goals were found to have unique effects throughout the solution of the problem. For example, mastery-approach goals predicted effort related to metacognitive experiences and mastery-challenge goals (Grant & Dweck, 2003) explained feelings of difficulty and liking. Metacognitive control was found to be indirectly predicted by achievement goals, with their effects mediated by metacognitive experiences. The results paint a complex picture of achievement goals’ effect on metacognitive processes.