Abstract
The current study assessed whether metacognitive skill moderates the effects of math anxiety on performance, reaction time, and confidence on a math task. Metacognition moderated math anxiety and predicted that performance would decrease as anxiety increased, except at high metacognition levels. Further, metacognition predicted confidence in accuracy such that individuals higher in metacognitive processing were more confident in their ability to correctly answer the problems. Psychological and educational implications are discussed.
| Original language | English |
|---|---|
| Pages (from-to) | 471-486 |
| Number of pages | 16 |
| Journal | North American Journal of Psychology |
| Volume | 11 |
| Issue number | 3 |
| State | Published - 2009 |
Scopus Subject Areas
- Education
- Developmental and Educational Psychology
- Sociology and Political Science
- General Psychology