METACOGNITIVE STRATEGIES AND ACHIEVEMENT EMOTIONS AS PREDICTORS OF STUDENTS’ ACADEMIC SELF EFFICACY IN LEARNING SCIENCE

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: science education, metacognitive strategies, achievement emotions, academic self-efficacy, descriptive and correlational design, regression analysis, Tagum City, Davao del Norte, Philippines