THE RELATIONSHIP BETWEEN SELF-EFFICACY AND METACOGNITIVE LEARNING STRATEGIES IN IMPROVING STUDENT ACADEMIC ACHIEVEMENT

Alwi Mahrozy Firmansyah ale

doi:10.32529/epj.v1i1.3859

Authors

Alwi Mahrozy Firmansyah ale universitas muhammadiyah luwuk banggai

DOI:

https://doi.org/10.32529/epj.v1i1.3859

Keywords:

self efficacy, metacognitive strategies, academic performance, motivation, learning improvement

Abstract

Academic success is influenced by numerous factors, including beliefs in one’s abilities and strategies for managing the learning process. This study investigates the connection between self-efficacy and metacognitive learning strategies as contributing factors to students' academic performance. Self-efficacy, defined as confidence in one's ability to achieve specific goals, impacts how individuals approach tasks, persist through difficulties, and maintain motivation. Metacognitive learning strategies, which include planning, monitoring, and evaluating one’s thought processes, are essential tools that help learners improve their understanding and retain information. By analyzing existing literature, this research highlights how a strong sense of self-efficacy encourages the use of metacognitive techniques, enabling learners to enhance their academic performance. Findings reveal that these elements not only support academic improvement but also foster resilience and adaptability. This study underscores the importance of cultivating these traits to empower students in achieving their educational objectives.

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