Academic self-confidence, self-regulated learning,, metacognitive strategies students

Subject Areas : Journal of Educational Psychology

Zohreah mASHHDI KBAR ^{1 *}

1 - Master's degree in General Psychology- Educational Sciences, Islamic Azad University

Received: 2023-04-24 Accepted : 2023-10-26 Published : 2023-11-22

Keywords: self-regulated learning, Academic Self-confidence, Metacognitive strategies,

Abstract :

The aim of this research is to predict academic self-efficacy based on self-regulated learning and metacognitive strategies of secondary school students. This study is applied in terms of its goal, quantitative in nature, and based on correlation. The population in this study includes a number of male and female secondary school students. According to Morgan's table, the sample size has been determined to be 308 individuals, selected from schools in Ray in Tehran through multi-stage random sampling. Twelve schools (6 girls' schools and 6 boys' schools) were randomly selected, and from each school, one class was randomly chosen, and a number of students were randomly selected from each class to participate in the questionnaire survey (among the 308 students, 150 were girls and 158 were boys). The conditions for participating in the study included an interest in participating in the study and having a minimum GPA of 14.The main tools for data collection were the Academic Self-Efficacy Questionnaire by Azadi (1394) with 21 items, the Self-Regulated Learning Questionnaire by Pintrich and Groot (1990) with 44 items, and the Metacognitive Strategies Questionnaire by Karami (1394) with 37 items, which have been validated in various studies. The reliability of the instruments was confirmed using Cronbach's alpha, and the reliability coefficient for the questionnaire was 0.89, and for the self-esteem (0.85) and personal efficacy (0.92) components, respectively.The obtained data were analyzed using regression analysis and SPSS software version 23. The results indicate a correlation of 42.2% and 46% respectively. Therefore, in order to enhance the level of students' self-efficacy, the use of self-regulated learning components and metacognitive strategies appears to be essential.