The Correlation Between Metacognition Level with Self-Efficacy of Biology Education College Students

Ridlo, Saiful; Lutfiya, F

doi:10.1088/1742-6596/824/1/012067

Cited by 8 publications

(12 citation statements)

References 5 publications

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“…Based on [26] the findings show significant correlations between metacognition and academic monitoring. The result on [27] indicated that metacognition level and self-efficacy has a weak relationship based on Pearson correlation coefficient and linear regression test indicated a positive and significant relationships.…”

Section: Metacognitive Awareness Inventory (Mai)mentioning

confidence: 95%

Assessing self-efficacy and college readiness level among new undergraduate students in computer science using metacognitive awareness inventory (MAI)

Othman

Abdullah

2018

IOP Conf. Ser.: Mater. Sci. Eng.

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Abstract. This preliminary study was conducted to address the issue of academic planning skills among new university student. Due to lack of proper measurement mechanism for awareness and readiness among students, this study proposes Metacognitive Awareness Inventory (MAI) to assess the connection between student self-efficacy and college readiness. Qualitative and quantitative approach were used by provide an online self-assessment for new student of Faculty of Computer Systems & Software Engineering (FSKKP) and analyse the data respectively. The possible relationships between MAI and College Readiness Item (CRI) in self-assessment has been evaluated. The sample size of 368 respondents from UMP are responding to the online selfassessment. The initial finding shows most student (71%) of the respondent lack of skills in planning. We manage to use Pearson Product-moment correlation coefficient to find the significant relationship between MAI and CRI. Thus, we found that College Readiness provide sufficient evidence that there is a significant correlation with most of MAI items. The findings also indicated not much difference was found between gender in terms of self-efficacy level. This paper suggests the MAI and CRI is a reliable and valid scale to respond the planning skills issues among new university students.

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Section: Metacognitive Awareness Inventory (Mai)mentioning

confidence: 95%

Assessing self-efficacy and college readiness level among new undergraduate students in computer science using metacognitive awareness inventory (MAI)

Othman

Abdullah

2018

IOP Conf. Ser.: Mater. Sci. Eng.

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“…LCs may also be linked to residence halls and organized around broad themes, in which case they are known as Residential Learning Communities (RLCs). ePortfolio usage is also becoming more prevalent as a substantial body of research exists supporting the effectiveness of this tool in promoting student reflection and enhancing learning in a wide variety 5 5 of institution types and for all student populations, particularly those that are disadvantaged (Eynon & Gambino, 2016;Light, Chen, & Ittelson, 2012;Reynolds, Patton, & Rhodes, 2014).…”

Section: High-impact Practicesmentioning

confidence: 99%

“…This speculation was corroborated by a recent study by Callahan and Belcheir (2017), which found that a high grade in first-year composition courses was positively correlated with persistence across all majors including science, technology, engineering, and mathematics (STEM) fields and that the actual grade was more significant than the level of the course taken. Self-efficacy and self-regulation have also been shown to impact grades in first-year mathematics courses (Altun & Erden, 2013) and biology across all years in college (Ridlo & Lutfiya, 2017).…”

Section: Increased Confidence In Their Literacy and Their Study Skillsmentioning

confidence: 99%

Supporting First-Generation Students’ Adjustment to College With High-Impact Practices

Conefrey

2018

Journal of College Student Retention: Research, Theory & Pr

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This qualitative case study describes some of the issues faced by incoming first-generation college students at a private, four-year institution in the northwest. Using constructs drawn from social cognitive theory and social cognitive career theory, it explores how high-impact practices such as learning communities, writing-intensive courses and ePortfolios might impact first-generation students' adjustment during their first year of college. The findings of the research on students' writing in their first-year composition course suggest that the cumulative impact of engaging in multiple high-impact practices improves students' literacy and study skills. Additionally, these educational practices appear to increase students' self-appraisal of their academic abilities in general and their institutional commitment. As a consequence of their increased self-efficacy and engagement, this study suggests that students are more likely to experience better academic outcomes, leading them to persist in their studies and be retained after their first year at college.

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“…In order to gain effective learning skills, students must first believe in themselves that learning will take place. It is possible to say that students who knows themselves through selfconfidence, self-efficacy skills, and know how to access information will be successful in finding, monitoring, and evaluating information in a planned and controlled manner in the cognitive process (Cera et al, 2013;Ridlo & Lutfiya, 2017). These outputs contribute positively to students' academic performance as well (Desoete, Roeyers, & Buysse, 2001).…”

Section: Introductionmentioning

confidence: 99%

Self-Confidence as the Predictor of Metacognitive Awareness in High School Students

Bozgün

KÖSTERELİOĞLU

2023

Participatory Educational Research

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Metacognitive awareness is said to be reflected by self-confidence scores, and there exists a mutual relationship between them. This study was conducted to examine the role of self-confidence in predicting metacognitive awareness in high school students and to examine whether gender, grade point average, type of high school and father’s education level played a role in this relationship. The data were obtained from 390 high school students studying at two different types of high school (general and vocational) using two different scales. Research data were analyzed through hierarchical regression analysis method to determine the predictiveness. Results showed (i) the metacognitive awareness scores were moderately and highly correlated with the self-confidence level total score and sub-dimension scores; (ii) participants’ self-confidence scores explained 46% of the change in metacognitive awareness scores; (iii) the type of high school and grade point average had 9% effect on metacognitive awareness scores. It is recommended to examine the relationships of metacognitive awareness and self-confidence with different variables and to conduct experimental studies. The co-development of metacognitive awareness and self-confidence in students should be emphasized by families and educators. It is thought that the current study will be useful in relation to its results for understanding the importance of self-confidence and metacognitive awareness of high school and of those at other levels.

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The Correlation Between Metacognition Level with Self-Efficacy of Biology Education College Students

Cited by 8 publications

References 5 publications

Assessing self-efficacy and college readiness level among new undergraduate students in computer science using metacognitive awareness inventory (MAI)

Assessing self-efficacy and college readiness level among new undergraduate students in computer science using metacognitive awareness inventory (MAI)

Supporting First-Generation Students’ Adjustment to College With High-Impact Practices

Self-Confidence as the Predictor of Metacognitive Awareness in High School Students

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