METACOGNITIVE STRATEGIES AND ACHIEVEMENT EMOTIONS AS PREDICTORS OF STUDENTS’ ACADEMIC SELF EFFICACY IN LEARNING SCIENCE
Keywords:
science education, metacognitive strategies, achievement emotions, academic self-efficacy, descriptive and correlational design, regression analysis, Tagum City, Davao del Norte, PhilippinesAbstract
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.
