Research Self-Efficacy Among Students: Role of Metacognitive Awareness of Reading Strategies, Research Anxiety, and Attitude Towards Research

Abstract

<jats:p>The present study aimed to explore the role of metacognitive awareness of reading strategies, research anxiety, and attitude towards research in research self-efficacy among students at university currently conducting research as part of their degree requirement. The role of perceived supervisor’s satisfaction from research and intensity of reading as moderators was also analyzed. Research Self-Efficacy Scale (Rezaei &amp; Zamani-Miandashti, 2013), Metacognitive Awareness of Reading Strategies (Mokhtari &amp; Reichard, 2002), Research Anxiety Scale (Rezaei &amp; Zamani-Miandashti, 2013), and Attitude towards Research Scale (Rezaei &amp; Zamani-Miandashti, 2013) were used to collect data from purposively drawn sample of 300 university students who were conducting research as part of their degree requirement. Regression analysis revealed metacognitive awareness of reading strategies to be the strongest predictor of research self-efficacy, with research anxiety and attitude towards research being mediators. Further analysis revealed supervisor’s satisfaction for research anxiety and intensity of reading for metacognitive awareness of reading strategies to be significant moderators in effecting research self-efficacy. The study findings have been discussed in detail, alongside the implications of the study as well as suggestions for further research in the area.</jats:p>

Predictive power of grit and emotional intelligence on research anxiety experience of students

“…Another is the study by Özer (2021) which revealed that a moderately strong association is found between URL: www.onlinesciencepublishing.com | February, 2023 emotional intelligence and grit. Also somewhat in agreement with the outcome of this study are findings on the influence of non-cognitive factors like attitude, attitude towards research, achievement scores time management skills, research self-efficacy, professional experience and educational preparations, supervisor's dissatisfaction, metacognitive awareness of reading strategies and research self-efficacy, on research anxiety (Akcoltekin, 2015;Ashrafi-Rizi et al, 2014;Butt & Shams, 2013;Maschi et al, 2013;Merç, 2016;Obaseki & Agu, 2019;Razavi et al, 2017;Rezaei & Zamani-Miandashti, 2013;Saracaloğlu, 2008;Wajid & Jami, 2020).…”

“…Only recently has it been discovered that enormous number of learners and some faculty members experience research anxiety within the tertiary education system according to research (Ashrafi-Rizi et al, 2014;Bayar, Bayar, Eğmir, Ödemiş, & Kayir, 2013;Einbinder, 2014;Merç, 2016;Onwuegbuzie, 1997;Rezaei & Zamani-Miandashti, 2013;Saracaloğlu, 2008;Wajid & Jami, 2020). As such the concept of research anxiety is only beginning to take relevance in undergraduate and post graduate research.…”

“…This is becoming very paramount as although the problem of research anxiety has been on the research agenda of scholars and practitioners, it has seen comparatively little published research especially as it relates to the factors that influences or predicts it. Some of the factors that have been introduced in literature from research as influencing and contributing to research anxiety include; the research process, the affective and cognitive aspects of study (Kracker, 2002) factors from the individual, organisational, and research skills (Higgins & Kotrlik, 2006) the challenge of conducting individual research projects and mastering the research material taught in class (Wilson & Onwuegbuzie, 2001) gender, level of learning, experience with publications, and research self-efficacy (Merç, 2016) views about research (Papanastasiou & Zembylas, 2008) the chance to work with librarians one-on-one (Brinkman & Hartsell-Gundy, 2012) using reading strategies while gathering information from various sources, and disapprovals from supervisor (Wajid & Jami, 2020) hybrid online class (Einbinder, 2014) faculty members educational background, number of years spent teaching in higher education, and work setting (Ashrafi-Rizi et al, 2014) research prowess, knowledge of research techniques, mathematics, and statistics; computer, Internet, and library literacy; financial and institutional support; stress and time management skill sets (Erfanmanesh & Didegah, 2012). Other studies on research anxiety include those that dealt with attitude and research anxiety, Butt and Shams (2013); Saracaloğlu (2008) time management skills and research anxiety (Akcoltekin, 2015) research-related attitude as well as research self-efficacy and achievement scores (Maschi, Wells, Yoder Slater, MacMillan, & Ristow, 2013;Obaseki & Agu, 2019;Razavi, Shahrabi, & Siamian, 2017;Rezaei & Zamani-Miandashti, 2013).…”

Mediating Role of Metacognitive Awareness Between Self-Efficacy and Mathematics Reasoning Among Education Undergraduate Students During Pandemic

“…When metacognitive awareness is a mediator in the mediation model, problem-solving abilities still showed a positive, significant influence on mathematics achievement. This reduction showed that metacognitive awareness moderated the association between problem-solving skills and mathematics success in secondary school students (Wajid & Jami, 2020). According to Wajid and Jami (2020), problemsolving and metacognition are complicated cognitive skills that have obtained little attention.…”

“…This reduction showed that metacognitive awareness moderated the association between problem-solving skills and mathematics success in secondary school students (Wajid & Jami, 2020). According to Wajid and Jami (2020), problemsolving and metacognition are complicated cognitive skills that have obtained little attention. Wajid and Jami (2020) mention that metacognitive awareness processes vary depending on the cognitive task.…”