Effects of Metacognitive Strategies on the Self-Regulated Learning Process: The Mediating Effects of Self-Efficacy.

Daisuke Akamatsu,Ryuhei Koizumi,Motoyuki Nakaya

doi:10.3390/bs9120128

Abstract

The purpose of this study was to examine the effects of metacognitive strategies on self-regulated learning processes, focusing on the mediating effects of self-efficacy. The surveys were conducted in December 2016 (Time 1) and January 2017 (Time 2). One hundred and five undergraduates enrolled at a Japanese university participated in this survey study, consisting of two surveys conducted one month apart. The questionnaires measured the use of metacognitive strategies (i.e., planning strategy and monitoring strategy), self-efficacy, general learning behaviors (behavioral engagement and persistence), and the use of cognitive strategies (i.e., writing-repetition strategy and deep-processing strategy). First, cross-lagged structure equation modeling revealed that the use of planning strategy enhanced self-efficacy. Second, path analysis examined relationships between metacognitive strategies, general learning behaviors, and cognitive strategies. It revealed that (a) general learning behaviors were promoted by metacognitive strategies mediated by self-efficacy and (b) cognitive strategies were almost directly affected by the monitoring strategy. The current study reveals that general learning behaviors and cognitive strategies involve different processes than metacognitive strategies.

Highlights

Past research on self-regulated learning offered a great deal of empirical evidence on students’
Prior to the examination of the mediating effects of self-efficacy, we investigated the relationships between self-efficacy and metacognitive strategies by performing cross-lagged effect structural equation modeling
The results of our analyses showed the meaningful mediation of self-efficacy

Summary

Introduction

Past research on self-regulated learning offered a great deal of empirical evidence on students’. Autonomous involvement in their own learning processes [1]. Self-regulated learning comprises three major components: motivation, metacognition, and learning strategies. Metacognition plays a crucial role in the execution of self-regulated learning, as it regulates individuals’ cognitive processes and general learning behaviors [2]. Learning strategies by which learners actively regulate their own cognitive processes are conceptualized as metacognitive strategies [3]. They include planning strategy and monitoring strategy

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Results

Discussion

Conclusion