📄 Abstract
The study examined the impact of metacognitive strategies and achievement emotions on students academic self-efficacy in learning science. It involved 344 respondents from three public secondary schools in the Division of Tagum City, selected through stratified random sampling. Data were collected using three questionnaires: the Motivated Strategies for Learning Questionnaire (MSLQ), Achievement Emotions Scale (AES), and Academic Self-Efficacy Scale (ASES). The results showed that metacognitive strategies were frequently observed, achievement emotions were somewhat manifested, and students academic self-efficacy in learning science was moderate. Moreover, the results indicate that both metacognitive strategies and achievement emotions significantly correlated with and predicted students academic self-efficacy in learning science. The study suggests that teachers should promote metacognitive strategies and foster positive achievement emotions to enhance students academic self-efficacy.
🏷️ Keywords
📚 How to Cite:
Maria Luz O. Agatinto, Neil Ryan B. Ado Ph.D , METACOGNITIVE STRATEGIES AND ACHIEVEMENT EMOTIONS AS PREDICTORS OF STUDENTS' ACADEMIC SELF EFFICACY IN LEARNING SCIENCE , Volume 10 , Issue 2, february 2024, EPRA International Journal of Multidisciplinary Research (IJMR) , DOI: https://doi.org/10.36713/epra15837