Metacognition toward Academic Self-efficacy among Indonesian Private University Scholarship Students

Abstract

Metacognition and self-efficacy were considered as an academic performance's predictors. Based on self-regulation concept, metacognition is one of its component and use as a coping strategy in academic environment. This study were conducted to examine the metacognition awareness and its correlation and contribution towards academic self-efficacy, as well as examining the academic self-efficacy itself among scholarship students in Indonesian private university. Using simple random sampling, the primary data collected from 84 students, who's enroll as a scholarship students at Gunadarma University, by answering questionnaire consisted of a brief demographic questionnaire, 15 items of Academic Self-Efficacy Scale and 52 items of a modified Metacognition Awareness Inventory. Thus, the data were analyzed using descriptive statistics and linear regression. From descriptive analyzed, by comparing empirical mean in hypothetical normal curve, showing students stated at a high level of both metacognition awareness (mean: 210.15) and academic self-efficacy (mean: 55.17). Based on bivariate correlation and linear regression analyze, showed that coefficient of correlation r: 0.580 with a significance of 0.000 (p <0.01) whereas r square: 0.336. The results of simple correlation showed that positive relationships exists between metacognition awareness and academic self-efficacy.