View in EDS

Examining Cognitive and Metacognitive Predictors of the Self-Efficacy and Motivation of Undergraduate Students at a Research-Intensive University in the UAE

Saved in:
Bibliographic Details
Title: Examining Cognitive and Metacognitive Predictors of the Self-Efficacy and Motivation of Undergraduate Students at a Research-Intensive University in the UAE
Language: English
Authors: Sami Mejri (ORCID 0000-0002-6184-6208), Abdussabur Muhammad, Hala Abdulrazzaq
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
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1495217
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1495217
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Examining Cognitive and Metacognitive Predictors of the Self-Efficacy and Motivation of Undergraduate Students at a Research-Intensive University in the UAE
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: &lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Sami+Mejri%22&quot;&gt;Sami Mejri&lt;/searchLink&gt; (ORCID &lt;externalLink term=&quot;https://orcid.org/0000-0002-6184-6208&quot;&gt;0000-0002-6184-6208&lt;/externalLink&gt;)&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Abdussabur+Muhammad%22&quot;&gt;Abdussabur Muhammad&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Hala+Abdulrazzaq%22&quot;&gt;Hala Abdulrazzaq&lt;/searchLink&gt;
– Name: TitleSource
  Label: Source
  Group: Src
  Data: &lt;searchLink fieldCode=&quot;SO&quot; term=&quot;%22Journal+of+International+Students%22&quot;&gt;&lt;i&gt;Journal of International Students&lt;/i&gt;&lt;/searchLink&gt;. 2026 16(1):23-44.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: 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
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 22
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles&lt;br /&gt;Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: &lt;searchLink fieldCode=&quot;EL&quot; term=&quot;%22Higher+Education%22&quot;&gt;Higher Education&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;EL&quot; term=&quot;%22Postsecondary+Education%22&quot;&gt;Postsecondary Education&lt;/searchLink&gt;
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: &lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Undergraduate+Students%22&quot;&gt;Undergraduate Students&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Research+Universities%22&quot;&gt;Research Universities&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Foreign+Countries%22&quot;&gt;Foreign Countries&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Predictor+Variables%22&quot;&gt;Predictor Variables&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Metacognition%22&quot;&gt;Metacognition&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Cognitive+Processes%22&quot;&gt;Cognitive Processes&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Affective+Behavior%22&quot;&gt;Affective Behavior&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Student+Motivation%22&quot;&gt;Student Motivation&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Academic+Achievement%22&quot;&gt;Academic Achievement&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Student+Attitudes%22&quot;&gt;Student Attitudes&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Student+Characteristics%22&quot;&gt;Student Characteristics&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22College+Freshmen%22&quot;&gt;College Freshmen&lt;/searchLink&gt;
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: &lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22United+Arab+Emirates%22&quot;&gt;United Arab Emirates&lt;/searchLink&gt;
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2162-3104&lt;br /&gt;2166-3750
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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 &lt; 0.001) and a moderate positive correlation between cognitive strategy use and motivation (r (361) = 0.515, p &lt; 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1495217
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1495217
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 22
        StartPage: 23
    Subjects:
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Research Universities
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Predictor Variables
        Type: general
      – SubjectFull: Metacognition
        Type: general
      – SubjectFull: Cognitive Processes
        Type: general
      – SubjectFull: Affective Behavior
        Type: general
      – SubjectFull: Student Motivation
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Student Characteristics
        Type: general
      – SubjectFull: College Freshmen
        Type: general
      – SubjectFull: United Arab Emirates
        Type: general
    Titles:
      – TitleFull: Examining Cognitive and Metacognitive Predictors of the Self-Efficacy and Motivation of Undergraduate Students at a Research-Intensive University in the UAE
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Sami Mejri
      – PersonEntity:
          Name:
            NameFull: Abdussabur Muhammad
      – PersonEntity:
          Name:
            NameFull: Hala Abdulrazzaq
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 2162-3104
            – Type: issn-electronic
              Value: 2166-3750
          Numbering:
            – Type: volume
              Value: 16
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Journal of International Students
              Type: main
ResultId 1