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RESEARCH PAPER
Measurement model testing: Adaption of self-efficacy and metacognitive awareness among university students
1
Department of Mathematics and Science Education, Faculty of Education, University of Malaya, Kuala Lumpur, MALAYSIA
Publication date: 2022-08-16
EURASIA J. Math., Sci Tech. Ed 2022;18(9):em2153
KEYWORDS
ABSTRACT
Individuals’ perceptions or beliefs about their mathematical aptitude are commonly classified as
mathematics self-efficacy. Conversely, metacognitive awareness is characterized as a
phenomenon that presents itself in a variety of ways as people engage with objects and
circumstances in their everyday lives. The objective of this quantitative research was to evaluate
the reliability of a self-efficacy and metacognitive awareness test administered to 184
undergraduate university students. In completing tasks in mathematical reasoning, students
clearly discriminated between their self-efficacy and metacognitive awareness. Self-efficacy
demonstrated discriminant and convergent validity in these quantitative investigations, which
conforms to the Bandura (1993) theory and contains three dimensions: course self-efficacy, test
self-efficacy, and future self-efficacy. Metacognitive awareness shows discriminant and
convergent validity, which relates to Flavell (1979) theory and contains six factors: procedural
knowledge, declarative knowledge, conditional knowledge, monitoring, planning, and evaluation.
The casual correlation approach was used in the research design to explore the influence of
metacognitive awareness and self-efficacy on mathematical thinking. The Cronbach’s alpha
internal consistency reliability research demonstrated that the self-efficacy and metacognitive
awareness instrument that was developed was exceptionally reliable and may be used by
researchers to assess self-efficacy and metacognitive awareness among university students.
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