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

• Published in: Behavioral sciences Vol. 9; no. 12; p. 128
• Main Authors: Akamatsu, Daisuke, Nakaya, Motoyuki, Koizumi, Ryuhei
• Format: Journal Article
• Language: English
• Published: Switzerland MDPI AG 26.11.2019; MDPI
• Subjects: Academic achievement; Behavior; Cognition & reasoning; Goal setting; Information processing; Learning; Maximum likelihood method; Metacognition; Planning; Questionnaires; Self-efficacy; Writing; learning strategy; self-regulated learning; self-efficacy
• ISSN: 2076-328X; 2076-328X
• DOI: 10.3390/bs9120128

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.