When it comes to providing pupils with real-world experiences, mathematical modelling is essential. The objective of this study is to test the interrelationships between metacognition and goals of achievement, which was predicted to influence horizontal mathematization. Female students accounted for 89.8% of the 538 valid participants, while male students accounted for 10.2%. The study was conducted using a correlational method to examine the level of correlations among metacognition, goals of achievement, and horizontal mathematization. Confirmatory factor analysis (CFA) using AMOS 18 was utilized to compute the gathered data. We found goals of achievement, cognitive strategy, and selfchecking were observed to influence horizontal mathematization. However, the SEM analysis found no significant relationships between awareness and planning strategies toward horizontal mathematization.