Brains and Bounce: Predicting Mathematics Self-Efficacy through Metacognitive Awareness and Academic Resilience

Abstract

This study examined the factors influencing students’ confidence in learning mathematics, focusing on metacognitive awareness and academic resilience. Mathematics self-efficacy is essential for student performance and is shaped by learners’ ability to regulate their thinking and manage academic challenges. The study aimed to determine the levels of metacognitive awareness, academic resilience, and mathematics self-efficacy among Grade 10 students, explore their relationships, and identify significant predictors of mathematics self-efficacy. A quantitative descriptive-correlational design was used, involving 165 Grade 10 students from New Bataan District, Davao de Oro, Philippines. Data were gathered through adopted questionnaires. Findings revealed that students demonstrated high levels of metacognitive awareness, academic resilience, and mathematics self-efficacy. A low positive correlation was found among the variables. Among the components, only evaluation, reflecting, adaptive help-seeking, and emotional response significantly predicted mathematics self-efficacy. The study concludes that metacognitive awareness and academic resilience contribute to students’ confidence in mathematics, particularly through evaluating learning, seeking help, and managing emotions. It is recommended that stakeholders strengthen support systems through scaffolding strategies, supportive learning environments, and meaningful learning experiences to enhance students’ mathematics self-efficacy.