Effects of Metacognitive Strategies on the Self-Regulated Learning Process: The Mediating Effects of Self-Efficacy
1
Graduate School of Education and Human Development, Nagoya University, Nagoya city, Aichi Prefecture 4660802, Japan
2
Faculty of Applied Sociology, Kindai University, Higashiosaka City, Osaka Prefecture 577-8502, Japan
*
Author to whom correspondence should be addressed.
Behav. Sci. 2019, 9(12), 128; https://doi.org/10.3390/bs9120128
Received: 26 October 2019
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Revised: 21 November 2019
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Accepted: 22 November 2019
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Published: 26 November 2019
(This article belongs to the Special Issue XVI European Congress of Psychology)
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.
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Keywords:
learning strategy; self-efficacy; self-regulated learning
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MDPI and ACS Style
Akamatsu, D.; Nakaya, M.; Koizumi, R. Effects of Metacognitive Strategies on the Self-Regulated Learning Process: The Mediating Effects of Self-Efficacy. Behav. Sci. 2019, 9, 128. https://doi.org/10.3390/bs9120128
AMA Style
Akamatsu D, Nakaya M, Koizumi R. Effects of Metacognitive Strategies on the Self-Regulated Learning Process: The Mediating Effects of Self-Efficacy. Behavioral Sciences. 2019; 9(12):128. https://doi.org/10.3390/bs9120128
Chicago/Turabian StyleAkamatsu, Daisuke, Motoyuki Nakaya, and Ryuhei Koizumi. 2019. "Effects of Metacognitive Strategies on the Self-Regulated Learning Process: The Mediating Effects of Self-Efficacy" Behavioral Sciences 9, no. 12: 128. https://doi.org/10.3390/bs9120128
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