Abstract
This study investigates the relationship between metacognition and achievement goals which may influence mathematical modeling competency in students of mathematics education programs. The current study employs 538 students of mathematics education program; 483 (89.8%) of whom are male and 55 (10.2%) are aged from 18 years old to 22 years old. The study follows a correlational research design to investigate and measure the degree of relationship amongst mathematical modeling competencies, achievement goals and metacognition. Results indicate that achievement goals and metacognition positively influence mathematical modeling competency. Moreover, four metacognition dimensions including awareness, planning, cognitive strategy and self-checking are positive partial mediators because they increase the association between achievement goals and mathematical modeling competency. In conclusion, metacognition and achievement goals positively affect students' mathematical modeling competency.