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The Mediating Role of General Self-Efficacy in the Relationship between Metacognition and Academic Success of University Students

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Title: The Mediating Role of General Self-Efficacy in the Relationship between Metacognition and Academic Success of University Students
Language: English
Authors: Koyuncuoglu, Deniz (ORCID 0000-0002-4068-8386)
Source: International Journal of Modern Education Studies. Jun 2023 7(1):184-201.
Availability: International Journal of Modern Education Studies. Available from: Mevlut Aydogmus. Necmettin Erbakan University Ahmet Kelesopglu Education Faculty A-319 Meram Konya, 42000, Turkey. e-mail: ijonmes@gmail.com; Web site: https://www.ijonmes.net/index.php/ijonmes
Peer Reviewed: Y
Page Count: 18
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: College Students, Self Efficacy, Metacognition, Success, Academic Achievement, Relationship, Beliefs, Foreign Countries, Learning Motivation, Measures (Individuals)
Geographic Terms: Turkey
Assessment and Survey Identifiers: Academic Motivation Scale
ISSN: 2618-6209
Abstract: The objective of this study was to investigate the relationships between metacognition, general self-efficacy, and academic success among university students, and to examine the mediating role of general self-efficacy in these relationships. The study used a correlational research design and 360 university students participated by completing the Demographic Information Form, General Self-Efficacy Scale, and Metacognition Scale-30. Pearson correlation coefficients were used to analyze the relationships between variables, while structural equation modeling was employed to test the mediating role of general self-efficacy. The findings showed that there were positive associations between academic success and both metacognition and general self-efficacy. Furthermore, general self-efficacy was found to partially mediate the relationship between metacognition and academic success. The results suggested that supporting students' general self-efficacy beliefs could lead to increased metacognitive awareness and improved academic success. The implications of these findings were discussed in terms of higher education policies. The study's potential limitations include biases or social desirability effects that could result from using self-reported measures. Furthermore, the sample of university students may not be representative of the larger population, and the study's findings are limited to a particular geographic or cultural context. In summary, the study highlights the importance of metacognition and general self-efficacy for academic success among university students and underscores the need for interventions that aim to enhance these factors.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1395892
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1395892
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  Data: The Mediating Role of General Self-Efficacy in the Relationship between Metacognition and Academic Success of University Students
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  Data: <searchLink fieldCode="AR" term="%22Koyuncuoglu%2C+Deniz%22">Koyuncuoglu, Deniz</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4068-8386">0000-0002-4068-8386</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Modern+Education+Studies%22"><i>International Journal of Modern Education Studies</i></searchLink>. Jun 2023 7(1):184-201.
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  Data: International Journal of Modern Education Studies. Available from: Mevlut Aydogmus. Necmettin Erbakan University Ahmet Kelesopglu Education Faculty A-319 Meram Konya, 42000, Turkey. e-mail: ijonmes@gmail.com; Web site: https://www.ijonmes.net/index.php/ijonmes
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  Data: 18
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  Data: <searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Metacognition%22">Metacognition</searchLink><br /><searchLink fieldCode="DE" term="%22Success%22">Success</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Relationship%22">Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Beliefs%22">Beliefs</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Motivation%22">Learning Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Measures+%28Individuals%29%22">Measures (Individuals)</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Turkey%22">Turkey</searchLink>
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  Data: 2618-6209
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  Data: The objective of this study was to investigate the relationships between metacognition, general self-efficacy, and academic success among university students, and to examine the mediating role of general self-efficacy in these relationships. The study used a correlational research design and 360 university students participated by completing the Demographic Information Form, General Self-Efficacy Scale, and Metacognition Scale-30. Pearson correlation coefficients were used to analyze the relationships between variables, while structural equation modeling was employed to test the mediating role of general self-efficacy. The findings showed that there were positive associations between academic success and both metacognition and general self-efficacy. Furthermore, general self-efficacy was found to partially mediate the relationship between metacognition and academic success. The results suggested that supporting students' general self-efficacy beliefs could lead to increased metacognitive awareness and improved academic success. The implications of these findings were discussed in terms of higher education policies. The study's potential limitations include biases or social desirability effects that could result from using self-reported measures. Furthermore, the sample of university students may not be representative of the larger population, and the study's findings are limited to a particular geographic or cultural context. In summary, the study highlights the importance of metacognition and general self-efficacy for academic success among university students and underscores the need for interventions that aim to enhance these factors.
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      – Text: English
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        StartPage: 184
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      – SubjectFull: College Students
        Type: general
      – SubjectFull: Self Efficacy
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      – SubjectFull: Metacognition
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      – SubjectFull: Success
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      – SubjectFull: Academic Achievement
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      – SubjectFull: Relationship
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      – SubjectFull: Beliefs
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Learning Motivation
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      – SubjectFull: Turkey
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      – SubjectFull: Academic Motivation Scale
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