HomeThe Asian Journal of Educational Research and Synergyvol. 3 no. 2 (2011)

School environments, attitudes, metacognition, and Chinese students’ transfer of learning

Charlotte Hua Liu

Discipline: Education



This study examined relations among adolescents’ perceptions of their mathematics classroom learning environments, attitudes to mathematics, metacognition in mathematics learning, and the adolescents’ transfer of mathematics learning as defined by their preparation for future learning. Data were collected from 244 17-yr.-old Chinese students (142 females, 102 males) who completed questionnaires to measure the variables. The findings indicated that the predictors combined to have large associations with the adolescents’ transfer of learning. In addition, adolescents’ metacognition in mathematics learning had the largest relationship with the adolescents’ preparation for future learning.