The role of academic self-efficacy in improving students’ metacognitive learning strategies
Introduction: Metacognitive strategies play an essential role in<br />students’ learning and achievement; therefore, identifying their<br />antecedents should be considered. This study indicated how<br />self-efficacy, as motivational beliefs, affects the meta-cognitive<br />...
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| Format: | Article |
| Language: | English |
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Shiraz University of Medical Sciences
2019-10-01
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| Series: | Journal of Advances in Medical Education and Professionalism |
| Subjects: | |
| Online Access: | http://jamp.sums.ac.ir/article_45581_611116d7acf105c76bff6ac3d8fba309.pdf |
| Summary: | Introduction: Metacognitive strategies play an essential role in<br />students’ learning and achievement; therefore, identifying their<br />antecedents should be considered. This study indicated how<br />self-efficacy, as motivational beliefs, affects the meta-cognitive<br />strategies of medical students using a SEM approach.<br />Method: The present study was a quantitative cross-sectional<br />research design, using a Smart-PLS 3 approach in which 225 medical<br />students at Shiraz University of Medical Sciences were selected,<br />using simple random sampling. Pintrich and De Groot’s (1990)<br />students’ self-efficacy for learning and performance questionnaire<br />and metacognitive learning strategies questionnaire developed<br />by Dowson and McInerney (2004) were used to collect data. The<br />collected data were analyzed using SPSS 21 and PLS 3 software.<br />Results: The validity and reliability of research questionnaires<br />were confirmed by confirmatory factor analysis. The results<br />showed self-efficacy had a positive and significant relationship<br />with planning (r=0.24, P<0.001), monitoring (r=0.30, P<0.001)<br />and regulating (r=0.31, P<0.001). Furthermore, self-efficacy had<br />direct, positive and statistically significant effect on metacognitive<br />learning strategies (β=0.42, P<0.001).<br />Conclusion: The findings suggest students who believe they<br />are capable to learn and to do their academic tasks are more<br />effective in adopting meta-cognitive strategies to achieve<br />learning objectives than students who do not maintain such<br />optimistic beliefs. Therefore, it is recommended that the officials<br />of Shiraz University of Medical Sciences provide opportunities<br />for strengthening the students’ self-efficacy and metacognitive<br />learning strategies through providing training courses. In these<br />courses students should be explicitly instructed how a specific<br />learning strategy is adopted, why it is important and when and<br />how it applies to the specific task. |
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| ISSN: | 2322-2220 2322-3561 |