Poor math and numeracy skills are associated with a range of adverse outcomes, including reduced employability and poorer physical and mental health. Research has increasingly focused on understanding factors associated with the improvement of math skills in school. This systematic literature review and meta-analysis investigated the association between metacognition and math performance in adolescence (11–16-year-olds). A systematic search of electronic databases and grey literature (to 04.01.2020) highlighted 31 studies. The quantitative synthesis of 74 effect sizes from 29 of these studies (30 independent populations) indicated a significantly positive correlation between metacognition and math performance in adolescence (r = .37, 95% CI = [.29, .44], p < .001). There was significant heterogeneity between studies. Consideration of online (versus offline) measures of metacognition and more complex (versus simple) measures of math performance, and their combination, was associated with larger effect sizes; however, heterogeneity remained high for all analyses.

数学和算术技能不佳会导致一系列不良后果，包括就业能力下降和身心健康状况不佳。研究越来越侧重于了解与提高学校数学技能相关的因素。这项系统的文献综述和荟萃分析调查了元认知与青春期（11-16 岁）数学表现之间的关联。系统搜索电子数据库和灰色文献（截至 2020 年 1 月 4 日）突出显示了 31 项研究。来自这些研究中的 29 项（30 个独立人群）的 74 个效应量的定量合成表明元认知与青春期数学表现之间存在显着正相关（r = .37，95% CI = [.29, .44]，p< .001）。研究之间存在显着异质性。考虑元认知的在线（相对于离线）测量和更复杂（相对于简单）的数学表现测量及其组合，与更大的效应量相关；然而，所有分析的异质性仍然很高。