The Effectiveness of a Combined Metacognition and Self-Regulated Learning Training Package Designed for Upper Secondary School Students on Academic Self-Efficacy among Upper Secondary School Students
Keywords:
Academic Self, Efficacy, Metacognition, Self, Regulated Learning, Upper Secondary School Students, Combined TrainingAbstract
Introduction and Aim: Academic self-efficacy is a key determinant of educational success that influences students’ effort, persistence, learning strategy use, and perceived ability to cope with academic tasks. This study aimed to determine the effectiveness of a combined metacognition and self-regulated learning training package designed for upper secondary school students on academic self-efficacy among upper secondary school students.
Methodology: The study used a quasi-experimental pretest-posttest-follow-up design with a non-equivalent control group. The statistical population included all upper secondary school students in Tehran during the 2025-2026 academic year. A total of 30 students were selected through convenience sampling and then randomly assigned to an experimental group and a control group, with 15 students in each group. The experimental group received the combined metacognition and self-regulated learning training package, while the control group received no comparable intervention during the study period. Data were collected using the Jinks and Morgan Academic Self-Efficacy Questionnaire for Students. Data analysis was conducted using repeated-measures multivariate analysis of variance and Bonferroni post-hoc comparisons.
Findings: The results of repeated-measures analysis of variance showed that the effects of time, group, and the time-by-group interaction on total academic self-efficacy were significant (F = 58.76, p < 0.001, η² = 0.677). The time-by-group interaction was also significant for the talent subscale (F = 39.90, p < 0.001, η² = 0.588), effort subscale (F = 42.63, p < 0.001, η² = 0.604), and context subscale (F = 35.29, p < 0.001, η² = 0.558). Bonferroni post-hoc comparisons indicated that, in the experimental group, the differences between pretest and posttest and between pretest and follow-up were significant, whereas the difference between posttest and follow-up was not significant.
Conclusion: The findings indicated that the combined metacognition and self-regulated learning training package significantly improved academic self-efficacy among upper secondary school students, and its effects remained stable at follow-up. Therefore, this training package can be recommended as a school-based intervention to strengthen academic self-efficacy beliefs, improve learning strategies, and increase students’ perceived control over their learning process.
Downloads
References
Akyıldız, S. T., & Kaya, V. D. (2023). Turkish EFL Teachers’ Self-Efficacy Levels in the Implementation of Self-Regulated Learning. Disiplinlerarası Eğitim Araştırmaları Dergisi, 7(16), 403-416. https://doi.org/10.57135/jier.1367235
Apridayani, A., Han, W., & Waluyo, B. (2023). Understanding Students’ Self-Regulated Learning and Anxiety in Online English Courses in Higher Education. Heliyon, 9(6), e17469. https://doi.org/10.1016/j.heliyon.2023.e17469
Chen, R., Iqbal, J., Liu, Y., Zhu, M., & Xie, Y. (2022). Impact of Self-Concept, Self-Imagination, and Self-Efficacy on English Language Learning Outcomes Among Blended Learning Students During COVID-19. Frontiers in psychology, 13. https://doi.org/10.3389/fpsyg.2022.784444
Chen, R., & Wang, X. (2025). A Bibliometric and Content Analysis of Strategy-Based Instruction and Self-Regulated Learning in Second or Foreign Language Teaching From 1994 to 2024. Frontiers in psychology, 16. https://doi.org/10.3389/fpsyg.2025.1474689
Chou, M. H. (2024). Language Mindsets and Strategic Approaches to Studying: The Mediating Roles of Control‐Value Appraisals and Emotions. Psychology in the Schools, 62(3), 765-777. https://doi.org/10.1002/pits.23353
Collins, P., Leo, M., Eslami, M., Hébert, M., Levine, J., & Lee, J. W. (2024). The Motivational Beliefs and Attitudes About Writing of International Students Enrolled in Online Academic English Classes During the COVID-19 Pandemic. Frontiers in psychology, 14. https://doi.org/10.3389/fpsyg.2023.1232664
Dinh, T. C., & Yen, P. H. (2025). Teaching Self-Regulated Learning Strategies on Efl Students in Moocs: A Case Study in Vietnam. Turkish Online Journal of Distance Education, 26(1), 101-121. https://doi.org/10.17718/tojde.1440472
Fan, L., & Cui, F. (2024). Mindfulness, Self-Efficacy, and Self-Regulation as Predictors of Psychological Well-Being in EFL Learners. Frontiers in psychology, 15. https://doi.org/10.3389/fpsyg.2024.1332002
Hui, Z. (2024). Cognitive Load as a Mediator in Self-Efficacy and English Learning Motivation Among Vocational College Students. PLoS One, 19(11), e0314088. https://doi.org/10.1371/journal.pone.0314088
Inzunza-Melo, B., & Sáez-Delgado, F. (2024). Programas De Entrenamiento Para Promover La Autorregulación Del Aprendizaje en Estudiantes Universitarios: Una Revisión Sistemática. Revista Iberoamericana De Educación Superior, 186-211. https://doi.org/10.22201/iisue.20072872e.2024.44.1898
Kurt, G., & Tomak, B. (2022). Exploring University Students' Self-Regulation in Online Foreign Language Education. Research in Pedagogy, 12(2), 433-446. https://doi.org/10.5937/istrped2202433k
Li, S., Noordin, N., & Du, Y. (2023). Unraveling the Path to Success: Exploring Self-Regulated Language Learning Among Chinese College EFL Learners. Sage Open, 13(4). https://doi.org/10.1177/21582440231218537
Lu, T., Sanitah, M. Y., & Huang, Y. L. (2022). Role of Self-Efficacy and Resistance to Innovation on the Demotivation and Insufficient Learning Capabilities of Preservice English Normal Students in China. Frontiers in psychology, 13. https://doi.org/10.3389/fpsyg.2022.923466
Sim, M. S., Siok, T. H., Shuang, G. C., Tuan Sarifah Aini Syed, A., & Rahmat, N. H. (2023). Self- Regulated Learners: What Drives Them? International Journal of Academic Research in Business and Social Sciences, 13(3). https://doi.org/10.6007/ijarbss/v13-i3/16476
Sukying, A. (2024). The Relationship Between Intrinsic Motivation, Self-Efficacy, Self-Regulated Learning, and English Learning Achievement in Chinese High School Students. Journal of English Language and Linguistics, 5(3), 261-276. https://doi.org/10.62819/jel.2024.578
Tao, X., Hanif, H., & Lie-qin, W. (2025). The Effects of Self-Regulated Learning Strategies on Academic Procrastination and Academic Success Among College EFL Students in China. Frontiers in psychology, 16. https://doi.org/10.3389/fpsyg.2025.1562980
Tayag, E. S., Tiamzon, J. S., Bagang, A. N. D., Manalili, J. C. N., Frasco, B. D., Sarinas, P., Buendia, R. M., & Dominado, N. L. (2024). Learning Motivation and Self-Efficacy in English Among Seventh Graders. International Journal of Multidisciplinary Applied Business and Education Research, 5(5), 1508-1527. https://doi.org/10.11594/ijmaber.05.05.05
Tian, W., Liang, J., Zhao, Y., Aolan, M., & Ge, J. (2025). Navigating the Nexus of Social Appearance Anxiety, Learning Autonomy, and Collaborative Dynamics in L2 Acquisition: Insights From Chinese University L2 Learners. Frontiers in psychology, 16. https://doi.org/10.3389/fpsyg.2025.1579396
To, W. M. (2025). Effects of Online Learning Readiness and Online Self-Regulated English Learning on Satisfaction With Online English Learning Experience During the COVID-19 Pandemic. Behavioral Sciences, 15(1), 93. https://doi.org/10.3390/bs15010093
Wang, X., Zhang, Q., Chen, A., Neitzel, A., & Davis, M. H. (2024). The Effects of Language Learning Strategy Instruction on College Students’ English Achievement and Learner Autonomy in Mainland China: A Meta-Analysis. https://doi.org/10.35542/osf.io/am5j7
Wicaksono, B. H., Ismail, S. M., Sultanova, S. A., & Abeba, D. (2023). I Like Language Assessment: EFL Learners’ Voices About Self-Assessment, Self-Efficacy, Grit Tendencies, Academic Resilience, and Academic Demotivation in Online Instruction. Language testing in Asia, 13(1). https://doi.org/10.1186/s40468-023-00252-2
Xia, S. (2026). Teacher Support Enhances Self-Efficacy and Learning Outcomes in the Age of AI. Scientific reports, 16(1). https://doi.org/10.1038/s41598-026-36014-2
Xuan, Q. (2025). Emotional Intelligence and Holistic Student Development: An Assessment of Psychological and Social Efficacy in Vocational University English Education. Frontiers in psychology, 16. https://doi.org/10.3389/fpsyg.2025.1664645
Yang, L., Wang, H., Zhang, H., & Long, H. (2024). Self-Sustained Learning in English Learning and Its Predictors. https://doi.org/10.20944/preprints202406.1322.v1
Yang, S., & Pu, R. (2022). The Effects of Contextual Factors, Self-Efficacy and Motivation on Learners’ Adaptability to Blended Learning in College English: A Structural Equation Modeling Approach. Frontiers in psychology, 13. https://doi.org/10.3389/fpsyg.2022.847342
Yu, B. (2023). Self-Regulated Learning: A Key Factor in the Effectiveness of Online Learning for Second Language Learners. Frontiers in psychology, 13. https://doi.org/10.3389/fpsyg.2022.1051349
Yulian, R., Yuniarti, Y., & Sirat, O. M. (2024). Examining the Roles of Self-Efficacy, Attitude and Self-Regulated Learning Through Augmented Reality in Reading for EFL Learners. Journal of Education Technology, 7(4), 715-723. https://doi.org/10.23887/jet.v7i4.64567
Yurt, E. (2025). The Role of Learning Style in the Relationship Between Task Value, Self‐Efficacy, and Math Achievement: A Moderated Mediation Analysis. European Journal of Education, 60(4). https://doi.org/10.1111/ejed.70268
Zhao, M., Li, T., Yu, Y., Sin, K. F., & Zheng, E. (2025). Metacognitive Strategies and Willingness to Communicate in L2 Learning: A Mediation Model of Self-Efficacy and Intrinsic Motivation. Sage Open, 15(2). https://doi.org/10.1177/21582440251340830
Zorlu, S., & Ünver, G. (2022). Predictive Roles of Self-Regulatory Learning Strategies and Self-Efficacy Beliefs on English Language Learning Achievement. Turkish Journal of Education, 11(2), 74-92. https://doi.org/10.19128/turje.841709
Downloads
Publication Timeline
- Submitted
- Revised
- Accepted
Issue
Section
License
Copyright (c) 2025 Marieh Esmaeili Gheshmi (Author); Sakineh Rahpeyma Aghmiuni; Alireza Mohammadi Arya (Author)
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
