Abstract
Abstract This paper aims at examining the relationship between achievement goals- mastery and performance goals, metacognition, students’ beliefs and academic success of the physics students in University Technology Malaysia (UTM). Regression analysis indicates that metacognition is a full mediator between mastery goals and academic success whilst; students’ beliefs are not mediate between mastery goals and academic success. Results of this study can be used to modify the present teaching techniques for physics undergraduate students to meet their learning needs.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
