Relationship between learning styles and metacognitive processes with mathematics anxiety in financial sciences students Homayouni Alireza1,*, Ghavam Soghra Ebrahimi2 1Department of Educational Psychology, Imam Reza International University, Mashhad, Iran 2Department of Educational Psychology, Allameh Tabataba'i University, Tehran, Iran *Corresponding author. Alireza Homayouni E-mail address: a.homayuni@imamreza.ac.ir
Online published on 6 September, 2014. Abstract The research investigated two educational important factors “metacognition process and learning styles” in inducing of mathematics anxiety in university students. 100 university students from management, engineering and accounting courses were randomly selected and completed Plake & Parker's mathematic anxiety rating scale _ revised (PPMARSR), Kolb's experiential learning styles inventory (LSI) and Karami's metacognitive learning strategies inventory (KMLSI). Findings showed that there was negative and significant correlation between metacognitive components and mathematics anxiety dimensions. In learning styles, there was negative and significant correlation between abstract conceptualization learning mode and mathematics anxiety dimensions. Also more analysis showed that there was not difference between men and women in math anxiety and learning styles, but findings showed that women used more metacognitive techniques than men. Based on results, it is concluded that attention and emphasis on student's metacognitive techniques and different learning styles can improve positive attitudes towards mathematics and so can eliminate mathematics anxiety in educational settings. Top Keywords Mathematics anxiety, metacognition, learning styles, student. Top |