Raising Student’s Self-Efficacy: The Role of Metacognitive Training

Abstract

Students need to perform believing in their self-efficacy, which lies in the agency mechanisms. Otherwise, the sense of self-efficacy is necessary to produce results. Students’ abilities interact with environments features according to the sociocognitive approach. Metacognition, defined as learner’s introspective and conscious knowledge, lies in the sense of self-efficacy perceived in the way that metacognitive believes, in occurrence, corroborate learner’s production. In this research, on the one hand, we ask if the Sense of the Perceived Self-Efficacy correlates to the metacognition. On the other hand, we are looking to enhance Perceived Self-Efficacy by training students to raise their metacognitive strategies. The experimental process answers those questions forward a one hundred psychology student’s group dispatched in three subgroups to receive practical training and a pre and a post-test for the experimental group, and a passion of pre and post-test without practical training for the first group control, and a second controlling group for the only post-test taking. Results show that effectively students’ Perceived Self-Efficacy correlate to their metacognitive strategies (r = 0.05). Training on metacognitive strategies (setting goals, controlling one’s attention, thinking about the sources of one’s difficulties, choosing activities, reflecting on learning strategies, evaluating goals) had substantial effects at the experimental group level (t = 7.10; significant at, 000).