Examining Cognitive and Metacognitive Predictors of the Self-Efficacy and Motivation of Undergraduate Students at a Research-Intensive University in the UAE
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| Title: | Examining Cognitive and Metacognitive Predictors of the Self-Efficacy and Motivation of Undergraduate Students at a Research-Intensive University in the UAE |
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| Language: | English |
| Authors: | Sami Mejri (ORCID |
| Source: | Journal of International Students. 2026 16(1):23-44. |
| Availability: | Journal of International Students. 4005 Spurgeon Drive #6, Monroe, LA 71203. Tel: 318-600-5743; Fax: 318-342-3131; e-mail: jis@ojed.org; Web site: https://www.ojed.org/index.php/jis/index |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Undergraduate Students, Research Universities, Foreign Countries, Predictor Variables, Metacognition, Cognitive Processes, Affective Behavior, Student Motivation, Academic Achievement, Student Attitudes, Student Characteristics, College Freshmen |
| Geographic Terms: | United Arab Emirates |
| ISSN: | 2162-3104 2166-3750 |
| Abstract: | The Motivated Strategies for Learning Questionnaire (MSLQ) was used. This study examined the relationships among the cognitive, metacognitive, and affective domains, their predictive value for self-efficacy, and their impact on academic motivation and performance among 363 students at Khalifa University. The results revealed a strong positive correlation between self-efficacy and motivation (r (361) = 0.893, p < 0.001) and a moderate positive correlation between cognitive strategy use and motivation (r (361) = 0.515, p < 0.001), highlighting the importance of cognitive engagement and self-belief in academic success. Regression analyses revealed that affective strategies, such as emotional regulation and anxiety management, had a small but significant effect on selfefficacy, F (1, 361) = 3.97, p = 0.047). Demographic variables, including GPA and academic standing, accounted for approximately 10% of the variance in selfefficacy, with GPA as the strongest predictor. These findings support integrating emotional regulation and strategic learning interventions to increase motivation and resilience in STEM education. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1495217 |
| Database: | ERIC |
| Abstract: | The Motivated Strategies for Learning Questionnaire (MSLQ) was used. This study examined the relationships among the cognitive, metacognitive, and affective domains, their predictive value for self-efficacy, and their impact on academic motivation and performance among 363 students at Khalifa University. The results revealed a strong positive correlation between self-efficacy and motivation (r (361) = 0.893, p < 0.001) and a moderate positive correlation between cognitive strategy use and motivation (r (361) = 0.515, p < 0.001), highlighting the importance of cognitive engagement and self-belief in academic success. Regression analyses revealed that affective strategies, such as emotional regulation and anxiety management, had a small but significant effect on selfefficacy, F (1, 361) = 3.97, p = 0.047). Demographic variables, including GPA and academic standing, accounted for approximately 10% of the variance in selfefficacy, with GPA as the strongest predictor. These findings support integrating emotional regulation and strategic learning interventions to increase motivation and resilience in STEM education. |
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| ISSN: | 2162-3104 2166-3750 |
