Abstract:

The aim of this study was to investigate the relationship between metacognitive learning strategies, statistics anxiety and success of pre-service teachers in an undergraduate statistics course. The study, which was designed in the correlational survey model, was carried out on 112 pre-service mathematics teachers who took statistics courses. Metacognitive Learning Strategies Scale and Statistical Anxiety Scale were used to collect the data. The achievement measure was the average of the Statistics end-of-term exams scores. For data analysis, Pearson Product-Moments Correlation Coefficient was used to determine the relationship between the variables and Multiple Linear Regression Analysis was used to study the predictor variables. As a result, the correlation between the two sub-factors of statistics anxiety (interpretation anxiety and asking for help anxiety) and metacognitive learning strategies was found to be low in the negative direction, and the correlation between success and metacognitive learning strategies was found to be low in the positive direction. In addition, it was concluded that together with all the sub-factors (test anxiety, interpretation anxiety and asking for help anxiety) that make up the statistics anxiety, success explains about 26% of the change in metacognitive learning strategies. Only test anxiety, interpretation anxiety and success are significant predictors of metacognitive learning strategies. The results of the study point to the need to explore the importance of metacognitive learning strategies, which are an effective component on pre-service teachers' statistics anxiety and success. The correlations between anxiety, success and metacognitive strategies indicate the need for more detailed studies.

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