Students' math performance in higher education: Examining the role of self-regulated learning and self-efficacy

Abstract

Research on the role of learning strategies and self-efficacy for mathematics performance in higher education is sparse, especially if cognitive and metacognitive strategies are considered. In response, the current study investigated the associations between these variables with a sample of 206 university students in the context of a two-semester math course. Self-efficacy measured after one semester (t2) was positively related to both cognitive and metacognitive strategy use at the beginning (t1) and the end of the math course (t3). The use of either strategy was stable from t1 to t3. Once the variance overlap between the learning strategies was controlled for, metacognitive strategy use at t1 was positively and at t3 negatively associated with performance in the math course exam at t4. Greater levels of self-efficacy at t2 also predicted a better exam performance. Future longitudinal research is warranted to demonstrate the causal role of self-efficacy as a mediator between learning strategy use on math performance. In terms of implications, interventions may help to foster the students' awareness for an integrated use of cognitive and metacognitive strategies.