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Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

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Relations among self-efficacy, goal setting, and metacognitive experiences in problem-solving.

Kenichi Akama¹

¹Department of Psychology, Doshisha University, Kamigyo, Kyoto 602-8580, Japan.

Psychological Reports

|August 29, 2006

Summary

Metacognitive experiences play a key role in self-regulation for students. These experiences mediate the impact of self-efficacy on goal setting and problem-solving performance.

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Area of Science:

Educational Psychology
Cognitive Science
Learning Sciences

Background:

Self-regulation is crucial for academic success.
Metacognitive experiences are integral to the self-regulation process.
Understanding the interplay between metacognition and performance is essential.

Purpose of the Study:

To examine the role of metacognitive experiences in the self-regulation process prior to problem-solving.
To investigate the mediating influence of metacognitive experiences on self-efficacy, goal setting, and performance.

Main Methods:

Structural equation modeling was employed.
Data collected from 260 Japanese undergraduate students.
Examined relationships between self-efficacy, goal setting, metacognitive experiences, and performance.

Main Results:

Metacognitive experiences significantly mediated the influence of self-efficacy on both goal setting and performance.
Metacognitive experiences showed a direct positive relationship with performance.
Self-efficacy indirectly impacts performance through metacognitive experiences and goal setting.

Conclusions:

Metacognitive experiences are a critical component linking self-efficacy to effective goal setting and problem-solving.
Interventions aimed at enhancing metacognitive skills may improve student self-regulation and academic outcomes.
Findings contribute to a deeper understanding of the cognitive mechanisms underlying self-regulated learning.