Psychological Development and Education ›› 2022, Vol. 38 ›› Issue (4): 520-529.doi: 10.16187/j.cnki.issn1001-4918.2022.04.08

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Longitudinal Associations between Attitudes towards Mathematics and Mathematical Achievement in Primary School Children: The Roles of Academic Procrastination and Mathematical Metacognition

XUE Xiaoran, HUANG Bijuan, LI Hongxia, ZHAO Xiaomeng, SI Jiwei   

  1. School of Psychology, Shandong Normal University, Jinan 250358
  • Published:2022-07-13

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Abstract: In order to further explore the longitudinal associations and the internal mechanism between the primary school children's attitudes towards mathematics, academic procrastination, mathematical metacognition and mathematical achievement, a half-year longitudinal study was conducted on 515 primary school children in grades 3 and 5. Results showed that:(1) T1 and T2 academic procrastination mediated the relationship between children's attitudes towards mathematics and mathematical achievement across time; (2) Different levels of mathematical metacognition had significant differences in the path of "attitudes towards mathematics→mathematical achievement" of the longitudinal mediation model. This means that more positive attitudes towards mathematics can reduce children's academic procrastination, thereby improving their mathematical achievements, and high mathematical metacognition can monitor and moderate children's attitudes towards mathematics to make them play a positive role, thereby improving mathematical achievement. These findings are of great significance for effectively promoting children's mathematics learning.

Key words: attitudes towards mathematics, academic procrastination, mathematical metacognition, mathematical achievement, primary school children

CLC Number: 

  • G442
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