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Abstract
The purpose of the study is to determine the impact of metacognitive awareness and attitude towards learning mathematics on the academic grit of the mathematics major students. The study is quantitative research that utilizes descriptive-correlational approach. Using stratified random sampling, a sample of 152 randomly selected mathematics major students that was identified and answered the surveys on the three variables. Utilizing the statistical tool such as mean, pearson-r, and regression, to effectively analyze and interpret the gathered data. Results showed that the level of metacognitive awareness, attitude towards learning mathematics, and academic grit are all high in level. Results also revealed that there is significant relationship between metacognitive awareness and academic grit. Likewise, there is also a significant relationship between attitude towards learning mathematics and academic grit of the students. Moreover, results show that domain of metacognitive awareness, which is planning, can significantly influence academic grit. Finally, it was revealed that domains of attitude towards learning mathematics, which are the interest, option for understanding, and textbooks and classroom learning can significantly academic grit of the respondents. Results imply that the variables are significant in improving the academic grit of mathematics major students.
