Metacognitive Awareness, Test Anxiety, and Mathematics Performance among Ghanaian Senior High School Students: The Mediating Role of Self-efficacy
Evelyn Adzo Azumah, Samuel Kwesi Asiedu-Addo, Sylvester Ali Frimpong, Nana Akosua Owusu-Ansah
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Source: Crossref
Published: Oct 16, 2026
DOI: 10.9734/ajess/2026/v52i113411
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This study examined the direct and indirect relationships among metacognitive awareness, test anxiety, and mathematics performance among Ghanaian senior high school students, with particular emphasis on the mediating role of self-efficacy. The study employed a quantitative cross-sectional research design using data from 300 third-year senior high school students selected from three senior high schools in the Ho Municipality of Ghana. Data were collected using a structured questionnaire and previous Core Mathematics examination scores obtained from official school records. Data were analysed using structural equation modelling, with bootstrapping based on 5,000 resamples to assess indirect effects. The structural model showed excellent fit to the data, χ²(49) = 45.862, p = .601, CFI = 1.000, and RMSEA = .000. Metacognitive awareness was positively associated with self-efficacy (β = .557, p < .001) and mathematics performance (β = .293, p < .001), whereas test anxiety was negatively associated with self-efficacy (β = −.438, p < .001) and mathematics performance (β = −.213, p < .001). Self-efficacy was positively associated with mathematics performance (β = .443, p < .001). Self-efficacy statistically mediated the association between metacognitive awareness and mathematics performance (β = .247, 95% BC CI [.175, .328]) and between test anxiety and mathematics performance (β = −.194, 95% BC CI [−.271, −.134]). These findings indicate that mathematics performance is associated with cognitive, affective, and motivational factors, with self-efficacy accounting for part of the associations of metacognitive awareness and test anxiety with performance. Given the cross-sectional design, the indirect effects should be interpreted as statistical mediation rather than definitive evidence of causal mechanisms. The findings highlight the relevance of supporting students’ metacognitive skills and self-efficacy and addressing test anxiety as part of efforts to improve mathematics learning outcomes.
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