The relationship between students^ self-efficacy and metacognitive self-regulation: A study of secondary school 7th grade students in mathematics
Yovika Sukma (1*), Nanang Priatna (2), Dian Usdiyana (2)

(1) Mathematics Education Study Program, School of Postgraduate, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia
(2) Mathematics Education Department, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia
*yovikasukma[at]upi.edu

Abstract

Self-efficacy is a person^s belief in their ability to achieve specific goals. Students^ confidence in their abilities affects the amount of student effort in doing assignments, and they do not give up easily in completing challenging assignments. This descriptive-correlation study investigates the relationship between students^ self-efficacy and metacognitive self-regulation of 40 seventh-grade students in Palembang, Indonesia. The adapted version of self-efficacy and metacognitive self-regulation questionnaires used in this study. The relationship between the students^ self-efficacy and metacognitive self-regulation was analyzed using simple linear regression. This study found that there was a positive relationship between students^ self-efficacy and metacognitive self-regulation- therefore teacher could use teaching methods that could promote students^ self-efficacy so that will be able to influence the students^ metacognitive self-regulation. This study also could be a reference for further research to conduct research related to self-efficacy or metacognitive self-regulation.

Keywords: Self-efficacy, Metacognitive self-regulation

Topic: Mathematics Education