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

Abstract

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.