Prediction of math anxiety on metacognitive beliefs among gifted high school students

The purpose of the present study was to investigate the relationship between dimensions of metacognition beliefs and mathematics anxiety among gifted high-school students. To this end, 183 high school students (96boys, 87girls) were selected purposive sampling method as gifted by Otis Intelligence Test (students with IQ above 120) and participated in this study. Math Anxiety Scale and Metacognitive Beliefs Questionnaire, were used as measurement instruments. Their validity of these instruments revealed through factor analysis and reliability with Cronbach's alpha coefficient were obtained. The results showed acceptable internal consistency of these instruments. Analysis of the data by calculating the Pearson correlation coefficient and multiple regression analysis was performed. Results showed significant correlations between metacognition dimensions and mathematical anxiety dimensions. Multiple regression analysis revealed that the negative beliefs about worry concerning uncontrollability and danger predicted of mathematics course anxiety, mathematics test anxiety, worriness about mathematics, and cognitive confidence predicted of mathematics course anxiety and cognitive self-consciousness predicted of negative affect about mathematics. The most powerful predictor of math anxiety among gifted students was negative beliefs about thoughts concerning uncontrollability and danger. Also based on the results, gender was predictors of mathematics test anxiety. In general, this study showed that by increasing the negative metacognitive beliefs, math anxiety increases. Implicitly by The above findings change in the assessment and negative beliefs gifted students and provide alternative strategies to deal with negative beliefs.