Students' Academic Self-Efficacy Model: Role of Metacognition and Meta-Emotion with Mediating of Self-Directed Learning

Document Type : Original Article

Authors

1 MA of Educational Psychology, Department of Psychology, Urmia Branch, Islamic Azad University, Urmia, Iran

2 Associate Professor, Department of Psychology, Khoy Branch, Islamic Azad University, Khoy, Iran

Abstract

Introduction: This research aims to study the role of the metacognition and meta-emotion of students' academic self-efficacy with the mediation of self-directed learning.
Method: The cross-sectional research method was correlational. The research population was all 27,863 secondary school students in Urmia city in the academic year of 2018-2019. Based on Cochran's formula, 379 students were selected as a sample by cluster sampling method, respecting gender ratio, educational level, and district. The research tools were McIlroy and Bunting's academic self-efficacy questionnaire (2002), O'Neill and Abedi's metacognition inventory (1996), Mitmansgruber et al.'s emotional questionnaire (2009), and Fisher et al.'s self-directed learning scale (2001). Data were analyzed by structural equation modeling using path analysis in LISREL-8.8 software.
Results: The findings showed that metacognition and positive meta-emotion have a direct and positive effect on self-directed learning and academic self-efficacy. Negative meta-emotion has a direct and negative effect on self-directed learning and academic self-efficacy. Self-directed learning has a direct and positive effect on academic self-efficacy. Also, metacognition and positive meta-emotion have an indirect and positive effect on academic self-efficacy through the mediation of self-directed learning. Negative meta-emotion through the mediation of self-directed learning had an indirect and negative effect on academic self-efficacy (P<0.05).
Discussion and Conclusion: Therefore, to improve students' academic self-efficacy, programs can be designed and implemented through educational workshops to increase metacognition and positive meta-emotion and reduce negative meta-emotion

Keywords


منابع
1- هاشمی، نظام و خروطی، فاطمه. (1399). مقایسه انگیزش تحصیلی، خودتنظیمی و خودارزشمندی دانش‌آموزان تیزهوش و عادی شهر کرج. فصلنامه نوآوری‌های آموزشی، 19(73)، 147-162.
2- Wang, Y., Liang, J., Lin, C., & Tsai, C. (2017). Identifying Taiwanese junior-high school students' mathematics learning profiles and their roles in mathematics learning self-efficacy and academic performance, Learning and Individual Differences, 54, 92-101.
3- Bergey, B. W., Parrila, R. K., Laroche, A., & Deacon, S. H. (2019). Effects of peer-led training on academic self-efficacy, study strategies, and academic performance for first-year university students with and without reading difficulties. Contemporary Educational Psychology, 56, 25-39.
4- Zander, L., Brouwer, J., Jansen, E., Crayen, C., & Hannover, B. (2018). Academic self-efficacy, growth mindsets, and university students' integration in academic and social support networks. Learning and Individual Differences, 62, 98-107.
5- Alghamdi, A., Karpinski, A. C., Lepp, A., & Barkley, J. (2020). Online and face-to-face classroom multitasking and academic performance: Moderated mediation with self-efficacy for self-regulated learning and gender. Computers in Human Behavior, 102, 214-222.
6- Han, S. H., Eum, K., Kang, H. S., & Karsten, K. (2022). Factors influencing academic self-efficacy among nursing students during COVID-19: A path analysis. Journal of Transcultural Nursing, 33(2), 239-245.
7- Bulfone, G., Vellone, E., Maurici, M., Macale, L., & Alvaro, R. (2020). Academic self-efficacy in Bachelor-level nursing students: Development and validation of a new instrument. Journal of Advanced Nursing, 76(1), 398-408.
8- Lv, B., Zhou, H., Liu, C., Guo, X., Zhang, C., Liu, Z., & Luo, L. (2018). The relationship between mother–child discrepancies in educational aspirations and children's academic achievement: The mediating role of children's academic self-efficacy. Children and Youth Services Review, 86, 296-301.
9- Hermita, M., & Thamrin, W. P. (2015). Metacognition toward academic self-efficacy among Indonesian private university scholarship students. Procedia - Social and Behavioral Sciences, 171, 1075-1080.
10- Shah, S. B., Pigarelli, D. W., & Margolis, A. (2020). Longitudinal evaluation of pharmacy students' metacognition in interpretation of evidence-based medicine. Currents in Pharmacy Teaching and Learning, 12(8), 1021-1027.
11- Teng, M. F., Qin, C., & Wang, C. (2022). Validation of metacognitive academic writing strategies and the predictive effects on academic writing performance in a foreign language context. Metacognition and Learning, 17(1), 167-190.
12- Langdon, J., Botnaru, D., Wittenberg, M., Riggs, A. J., Mutchler, J., Syno, M., & Caciula, M. C. (2019). Examining the effects of different teaching strategies on metacognition and academic performance. Advanced in Physiology Education, 43(3), 414-422.
13- Chu, Y., Palmer, S., & Persky, A. M. (2018). Assessing metacognition in the classroom: Student help-seeking behavior. Currents in Pharmacy Teaching and Learning, 10(11), 1478-1487.
14- Saenz, G. D., Geraci, L., Miller, T. M., & Tirso, R. (2017). Metacognition in the classroom: The association between students’ exam predictions and their desired grades. Consciousness and Cognition, 51, 125-139.
15- Kirbulut, Z. D., & Uzuntiryaki-Kondakci, E. (2019). Examining the mediating effect of science self-efficacy on the relationship between metavariables and science achievement. International Journal of Science Education, 41(8), 995-1014.
16- Miceli, M., & Castelfranchi, C. (2019). Meta-emotions and the complexity of human emotional experience. New Ideas in Psychology, 55, 42-49.
17- Katz, L. F., Maliken, A. C., & Stettler, N. M. (2012). Parental meta-emotion philosophy: A review of research and theoretical framework. Child Development Perspectives, 6(4), 417-422.
18- Bailen, N. H., Wu, H., & Thompson, R. J. (2019). Meta-emotions in daily life: Associations with emotional awareness and depression. Journal of Emotion, 19(5), 776-787.
19- Norman, E., & Furnes, B. (2016). The concept of “metaemotion”: What is there to learn from research on metacognition? Emotion Review, 8(2), 187-193.
20- Hurrell, K. E., Houwing, F. L., & Hudson, J. L. (2017). Parental meta-emotion philosophy and emotion coaching in families of children and adolescents with an anxiety disorder. Journal of Abnormal Child Psychology, 45(3), 569-582.
21- Alharbi, H. A. (2018). Readiness for self-directed learning: How bridging and traditional nursing students differs? Nurse Education Today, 61, 231-234.
22- Kumar, J., Singh, A. K., & Buyya, R. (2021). Self-directed learning based workload forecasting model for cloud resource management. Information Sciences, 543, 345-366.
23- Cadorin, L., Bressan, V., & Palese, A. (2017). Instruments evaluating the self-directed learning abilities among nursing students and nurses: a systematic review of psychometric properties. BMC Medical Education, 17(229), 1-13.
24- Pacanowski, C. R., & Levitsky, D. A. (2020). Self-weighing and visual feedback facilitates self-directed learning in adults who are overweight and obese. Journal of Nutrition Education and Behavior, 52(4), 369-376.
25- Yasmin, M., Naseem, F., & Masso, I. C. (2019). Teacher-directed learning to self-directed learning transition barriers in Pakistan. Studies in Educational Evaluation, 61, 34-40.
26- رنجبر، منصور؛ محمدعلیزاده، پژمان؛ صادقی محلی، فروزان؛ رضوی‌پور، مهران؛ یاسری، علی و عمویی، فتانه. (1398). پیش‌بینی سرزندگی تحصیلی و خودکارآمدی بر اساس یادگیری خودراهبر دانشجویان دانشگاه علوم پزشکی مازندران. فصلنامه توسعه آموزش جندی‌شاپور، 10(3)، 153-163.
27- شجاعی، سمیرا؛ جدید، هوشنگ؛ مرادی، امید و اکبری، مریم. (1398). تدوین مدل اضطراب امتحان بر اساس مولفه‌های یادگیری خودراهبر و آگاهی فراشناختی با میانجی‌گری راهبردهای نظم‌بخشی شناختی هیجان. فصلنامه روانشناسی تحلیلی- شناختی، 10(38)، 61-76.
28- فرخ، بتول و شاه‌طالبی، بدری. (1397). رابطه بین یادگیری خودراهبر، خودکارآمدی و سواد اطلاعاتی با رفتار تسهیم دانش. مجله پژوهش در برنامه‌ریزی درسی، 15(29)، 148-161.
29- باعزت، فرشته؛ اکبری، عباس؛ عباسی اصل، رویا و مهدویه، مهین. (1396). ارائه مدل علی پیش‌بینی باورهای انگیزشی بر اساس توانایی‌های فراشناختی با واسطه‌گری خودکارآمدی. مجله مطالعات روانشناسی تربیتی، 14(7)، 87-114.
30- حسینی طبقدهی، سیده لیلا و صالحی، محمد. (1397). رابطه بین یادگیری خودراهبر و خودکارآمدی دانشجویان با نقش میانجی سواد اطلاعاتی. فصلنامه فن‌آوری اطلاعات و ارتباطات در علوم تربیتی، 8(3)، 21-45.
31- قمی، مهین؛ مسلمی، زهرا و محمدی، سیدداود. (1395). بررسی رابطه راهبردهای فراشناختی با یادگیری خودراهبر در بین دانشجویان دانشگاه علوم پزشکی قم. نشریه راهبردهای آموزش در علوم پزشکی، 9(4)، 248-259.
32- سعید، نسیم؛ علی‌نژاد، مهرانگیز و گودرزی، ماندانا. (1394). اثربخشی آموزش راهبردهای شناختی، فراشناختی بر آمادگی یادگیری خودراهبر دانشجویان. مجله دانشگاهی یادگیری الکترونیکی، 6(1)، 39-47.
33- پارسایی، عین‌اله. (1389). رابطه سبک‌های فراهیجانی والدین با خودکارآمدی و هوش عاطفی دانش‌آموزان دوره متوسطه. مجله مطالعات روانشناسی تربیتی، 7(11)، 1-26.
34- Bozgun, K., & Pekdogan, S. (2018). The self-efficacy as predictors of the metacognition skills in children. Journal of Education and Future, 14, 57-69.
35- Ridlo, S., & Lutfiya, F. (2017). The correlation between metacognition level with self-efficacy of biology education college students. Journal of Physics Conference Series, 824(1), 1-5.
36- McIlroy, D., & Bunting, B. (2002). Personality, behavior, and academic achievement: Principles for educators to inculcate and students to model. Contemporary Educational Psychology, 27(2), 326-337.
37- میرزایی علویجه، مهدی؛ حسینی، سیدنصراله؛ مطلق، محمداسماعیل و جلیلیان، فرزاد. (1396). خودکارآمدی تحصیلی و ارتباط آن با متغیرهای تحصیلی در دانشجویان دانشگاه علوم پزشکی کرمانشاه: مطالعه مقطعی. مجله علمی پژوهان، 16(2)، 28-34.
38- شکری، مهدی؛ زاهدبابلان، عادل و رضایی شریف، علی. (1398). مقایسه اشتیاق تحصیلی، خلاقیت هیجانی و خودکارآمدی تحصیلی در بین دانش‌آموزان تیزهوش دختر و پسر. مجله پژوهش‌های مشاوره، 18(71)، 101-121.
39- O'neill, H. F., & Abedi. J. (1996). Reliability and validity of a state metacognitive inventory: Potential for alternative assessment. The Journal of Educational Research, 89(4), 234-245.
40- نصری، صادق؛ صالح صدق‌پور، بهرام و چراغیان رادی، منوچهر. (1393). مدل‌یابی ساختاری رابطه‌ی خودکارآمدی و فراشناخت با ارزیابی حل مساله‌ی دانش‌آموزان متوسطه. مجله روانشناسی مدرسه، 3(3)، 106-121.
41- Mitmansgruber, H., Beck, T. N., Hofer, S., & Schubler, G. (2009). When you don’t like what you feel: Experiential avoidance, mindfulness and meta-emotion in emotion regulation. Personality and Individual Differences, 46(4), 448-453.
42- رضایی، نورمحمد؛ پارسایی، ایمان؛ نجاتی، عصمت؛ نیک آمال، میترا و هاشمی رزینی، سعداله. (1393). ویژگی‌های روانسنجی مقیاس فراهیجان دانشجویان. تحقیقات روانشناختی، 6(23)، 1-12.
43- Fisher, M., King, J., & Tague, G. (2001). Development of a self-directed learning readiness scale for nursing education. Nurse Education Today, 21(7), 516-525.