The present study examined the mediating role of mathematics anxiety in the relationship between high school students’ metacognitive awareness and mathemati cal resilience. For this aim, a hypothetical model was proposed. The sample included 421 high school students. Data were collected through the “Metacognitive Awareness Scale,” “Mathematical Resilience Scale,” and “Revised Mathematics Anxiety Rating Scale.” A structural equation model was used to test the hypothetical model. Our study results show that: (a) metacognitive awareness affects mathematical resilience significantly and positively; (b) there is a significant and negative relationship between metacognitive awareness and mathematics anxiety; (c) there is a significant and negative relationship between mathematics anxiety and mathematical resilience; (d) mathematics anxiety has a mediating role in the relationship between metacognitive awareness and mathematical resilience and that metacognitive awareness will contribute positively to mathematical resilience by reducing mathematics anxiety. Based on the results, we could say that the develop ment of metacognitive awareness in learners will positively affect affective factors such as mathematics anxiety and mathematical resilience. We recommend that teachers, parents, and all stakeholders supporting learning consider these cases.
Cite this article as: Gülşen Turgut, İ., & Bakır, N. Ş. (2024). The mediating role of mathematics anxiety in the relationship between high school students’ metacognitive awareness and mathematical resilience. HAYEF: Journal of Education, 21(2), 183-191.