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All Journal Journal La Edusci Educia Journal
Atika Amanah, Atika
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Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Understanding the Role of Personality and Emotional Factors in Learners' Metacognitive Performance in Mathematics Amanah, Atika; Djadir, Djadir; Wahyuni, Maya Sari
Journal La Edusci Vol. 5 No. 5 (2024): Journal La Edusci
Publisher : Newinera Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37899/journallaedusci.v5i5.1607

Abstract

The research analyzes how metacognitive awareness and Five-Factor Model based personality traits and anxiety degrees affect students' mathematical problem-solving performance. The study used SEM with SmartPLS to gather data from secondary school students who answered self-assessment questionnaires consisting of MAI, BFI and STAI. Student performance in problem-solving improves notably when they possess advanced metacognitive abilities because they effectively use planning and evaluation alongside monitoring of their cognitive approaches. People who are open to new experiences along with those who are conscientious show stronger metacognitive abilities which supports their problem-solving effectiveness. Research discoveries revealed that enhancing anxiety raises obstacles to metacognitive processing that results in reduced academic performance among students in mathematics. The research showed personality traits and anxiety independently affect metacognition but failed to identify any direct influence between these constructs. Educational strategies should focus on building metacognitive capabilities and anxiety control systems because studies indicate they will boost mathematical performance outcomes. This investigation demonstrates how personalized educational strategies that regard individual personality characteristics might deliver positive outcomes.
Examining the Effects of Teacher Feedback on Student Self-Efficacy in Mathematics Amanah, Atika
Educia Journal Vol. 3 No. 1 (2025): Educia Journal
Publisher : Educia Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71435/610852

Abstract

This study examines the effects of teacher feedback on student self-efficacy in mathematics, focusing on the impact of feedback types (corrective, praise, and constructive) and feedback frequency. Using a quantitative approach, data were collected from 300 middle school students across three grade levels (6th, 7th, and 8th). Results showed that constructive feedback had the strongest positive correlation with improvements in self-efficacy (r = 0.70), followed by corrective (r = 0.62) and praise feedback (r = 0.48). Additionally, students who received feedback more frequently demonstrated greater improvements in self-efficacy, with the high-frequency feedback group showing the highest increase (M = 0.92). Grade-level differences were also observed, with 8th-grade students showing the most significant improvements. This study contributes to the literature by demonstrating the differential effects of feedback types and the importance of feedback frequency in enhancing student self-efficacy, especially in mathematics.
Co-Authors Djadir Djadir, Djadir Wahyuni, Maya Sari