Metacognitive Awareness as Mediating Variable in the Relationship Between Students' Mathematics Self-Efficacy and Mathematical Thinking Skills

This study examined the mediating role of metacognitive awareness in the relationship between mathematics self-efficacy and mathematical thinking skills. The primary goal of this study was to examine the level of mathematics self-efficacy, metacognitive awareness, and mathematical thinking skills, to find out the significant relationship between variables, to determine the significant influence of mathematics self-efficacy on mathematical thinking skills, and to test the mediating effect of metacognitive awareness on the relationship between mathematics self-efficacy and mathematical thinking skills. A quantitative, descriptive-correlational design was used in this study, involving 271 senior high school students. The statistical methods employed in this study included the mean, Spearman's rho, multiple linear regression, and mediation analysis. The study found that metacognitive awareness was high, while mathematics self-efficacy and mathematical thinking skills were moderate. Moreover, there was a significant relationship between the variables, and mathematics self-efficacy significantly influenced mathematical thinking skills. Mastery experience, vicarious learning, and social persuasion significantly predict mathematical thinking skills. Further, metacognitive awareness significantly mediates the relationship between mathematics self-efficacy and mathematical learning skills.