The aim of this research is to investigate the relationship between learning Problems and metacognitive states of mathematic anxiety in the first grade of middle school’s students. The research method is correlational. The statistical population includes all all first grade students of Chalus high schools in academic year of 2015-2016 which was 3800. 300 students were selected by cluster random sampling (168 females and 132 males). Colorada vilcude learning problems questionnaires (2011), metaco gnitive state of O’Neil and Abedi (1996), and mathematical anxiety of long (2001) were used to collect data. Data was analyzed by Pearson correlation and multivariate regression. The result showed that, there is a positive relationship between learning problems and Mathematic anxiety, negative and significant relationship between metacognitive states and mathematic anxiety and also social cognition and calculation were able to predict mathematic anxiety more than other variables. The results showed Inability to students in The calculate And social recognition Increase Mathematic anxiety is in them.
takmini, S., & Zarbakhsh bahri, M. (2016). Assess the relationship between learning Problems and state of
Metacognitive anxiety in grade one of high school. Empowering Exceptional Children, 7(2), 68-78.
MLA
Somayeh takmini; Mohamadreza Zarbakhsh bahri. "Assess the relationship between learning Problems and state of
Metacognitive anxiety in grade one of high school". Empowering Exceptional Children, 7, 2, 2016, 68-78.
HARVARD
takmini, S., Zarbakhsh bahri, M. (2016). 'Assess the relationship between learning Problems and state of
Metacognitive anxiety in grade one of high school', Empowering Exceptional Children, 7(2), pp. 68-78.
VANCOUVER
takmini, S., Zarbakhsh bahri, M. Assess the relationship between learning Problems and state of
Metacognitive anxiety in grade one of high school. Empowering Exceptional Children, 2016; 7(2): 68-78.
