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Examining the role of self-efficacy and online metacognitive monitoring behaviors in undergraduate life science education |
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| Institution: | 1. 2423 Norman Hall Room 2-054, PO BOX 117041, University of Florida, Gainesville, FL, 32611, USA;2. CB 3500 Peabody Hall Room 113, University of North Carolina, Chapel Hill, NC, 27599-2500, USA;3. Hoam Hall 51206, Sungkyunkwan University, 25-2 Sungkyunkwan-ro, Jongno-gu, Seoul, South Korea;4. Carlson Education Building 399F, University of Nevada, Las Vegas, 4505 S. Maryland Parkway, Las Vegas, NV, 89154, USA;1. Département de Psychoéducation, Université de Sherbrooke, 2500 Boulevard de l''Université, Sherbrooke, QC, J1K 2R1, Canada;2. Department of Human Sciences, The Ohio State University, 151C Campbell Hall, 1787 Neil Avenue Columbus, OH, 43210, USA;3. Département d''enseignement au préscolaire et primaire, Université de Sherbrooke, 2500 Boulevard de l''Université, Sherbrooke, QC, J1K 2R1, Canada;4. Department of childhood education, University of Johannesburg, Johannesburg, South Africa;1. University of Würzburg, Department of Psychology (Developmental Psychology), Röntgenring 10, 97070, Würzburg, Germany;2. University of Würzburg, Department of Psychology (Educational Psychology), Röntgenring 10, 97070, Würzburg, Germany;1. Aix Marseille Univ, CNRS, LNC, Marseille, France;2. Aix Marseille Univ, CNRS, LPC, Marseille, France;3. Aix Marseille Univ, PSYCLE, Aix-en-Provence, France;1. Edith Cowan University, School of Education, Perth, WA, Australia;2. The University of Western Australia, Graduate School of Education, Perth, WA, Australia |
| Abstract: | In STEM education, a thorough understanding of the interaction of self-efficacy and metacognitive monitoring behaviors is needed to refine theories and inform the design of instructional supports for students with varying levels of motivation and self-regulation skills. We examined how students' (n = 1063) exam scores in an undergraduate life science course were influenced by their self-efficacy and online metacognitive monitoring behaviors by integrating variable-centered and person-centered approaches. In a semester-long study, students' self-efficacy judgements made at the end of the semester were stronger predictors of students' final exam performance than those made at the beginning of the semester. Results further suggested that the influence of self-efficacy on exam scores decreased as online monitoring behaviors increased. Students’ prior GPA predicted membership in three latent profiles indicated by 1) high self-efficacy with high metacognitive monitoring activity; 2) high self-efficacy with low metacognitive monitoring activity; and 3) low self-efficacy with low metacognitive monitoring activity. Learners with high self-efficacy and high monitoring activity outperformed those with high self-efficacy and low monitoring, who outperformed those with low self-efficacy and low monitoring on exams. |
| Keywords: | Metacognitive monitoring Self-efficacy Self-regulated learning Latent profile analysis Moderation analysis |
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