Universal Journal of Educational Research Vol. 8(12A), pp. 7500 - 7510
DOI: 10.13189/ujer.2020.082534
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The Role of Metacognition and its Interaction on Students' Negative Academic Emotions towards Their Academic Buoyancy and Achievement in Mathematics


Eddiebal P. Layco *
Senior High School & Graduate School, Don Honorio Ventura State University, Philippines

ABSTRACT

This causal research study generally determined the intervening effect of students' metacognition in terms of cognition, motivation, and behavior on the association of their negative emotions with their academic buoyancy and achievement. Data were obtained from a sample of 1100 students from the different students from chosen Senior High Schools in the Division of Pampanga, Philippines during S.Y. 2018-2019. Results revealed that students' negative academic emotions such as anxiety, anger, boredom, hopelessness and shame predict their capacity to cope up with their difficulties in mathematics as well as their achievement in the subject. Result also showed that the relationship between the student's academic buoyancy and achievement is partially intervened by metacognition. This implies that students' ability to bounce back causes them to improve their grades because of their academic cognition, motivation, behavior, and some other factors. Furthermore, the impact of negative academic feelings on students' academic buoyancy and achievement is being moderated by metacognition which indicates that metacognition does not affect the achievement of students who have high levels of negative academic emotions in mathematics in terms of their grades. On the other hand, students who have low levels of negative academic emotions in their grades given that they have higher levels of metacognition and academic buoyancy achieve higher grades in mathematics. With these results, it was recommended that to lessen the impact of negative feelings such as uneasiness and hopelessness on achievement, educator should consider metacognitive strategies for their students to be buoyant and finally increase the chances to achieve academic success.

KEYWORDS
Negative Academic Emotions, Academic Buoyancy, Metacognition, Academic Achievement

Cite This Paper in IEEE or APA Citation Styles
(a). IEEE Format:
[1] Eddiebal P. Layco , "The Role of Metacognition and its Interaction on Students' Negative Academic Emotions towards Their Academic Buoyancy and Achievement in Mathematics," Universal Journal of Educational Research, Vol. 8, No. 12A, pp. 7500 - 7510, 2020. DOI: 10.13189/ujer.2020.082534.

(b). APA Format:
Eddiebal P. Layco (2020). The Role of Metacognition and its Interaction on Students' Negative Academic Emotions towards Their Academic Buoyancy and Achievement in Mathematics. Universal Journal of Educational Research, 8(12A), 7500 - 7510. DOI: 10.13189/ujer.2020.082534.