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.
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