Investigating the effect of school ability on self-efficacy, learning approaches, and metacognition
Br. Andrew Gonzalez FSC College of Education
Counseling and Educational Psychology
Asia-Pacific Education Researcher
The relations among school ability, self-efficacy, learning approach, and metacognition were examined in a path model. Questionnaires measuring these constructs were administered to 194 Filipino college students. Path analysis was used to determine the effects of school ability on self-efficacy and learning approaches, and in turn, the effects of self-efficacy and learning approach on metacognition. The path model tested showed adequate goodness of fit (x 2/df=2.77, GFI=.9S, AGFI=.92, RMSEA=.05). In previous studies, deep approach but not surface approach to learning facilitates performance as outcome variable. However, a different pattern emerged in the results of the present study. When school ability was used as a predictor, surface approach increased and deep approach decreased as outcomes. When they were used as predictors together with self-efficacy, both increased the use of metacognition. Surface approach among Asians is seen as a useful approach to learning that is facilitated by prior school ability and results to awareness of one's learning. Further implications on surface and deep approach to learning are discussed. © 2009 De La Salle University.
Digitial Object Identifier (DOI)
Magno, C. (2009). Investigating the effect of school ability on self-efficacy, learning approaches, and metacognition. Asia-Pacific Education Researcher, 18 (2), 233-244. https://doi.org/10.3860/taper.v18i2.1325
Metacognition; Academic achievement; Self-efficacy; Learning