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Clarifying the Role of Self-Efficacy and Metacognition as Predictors of Performance: Construct Development and Test

机译：阐明自我效能和元认知作为绩效预测指标的作用：构建发展和检验

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摘要

We propose extending our understanding of self-efficacy by comparing self-efficacy with a related construct called metacognition. Metacognition involves the monitoring and control of one's thought processes and is often related, as is self- efficacy, to performance on a task. We develop an instrument that attempts to measure both self-efficacy and metacognition with respect to one's performance on a test covering declarative and procedural knowledge (knowing that, and knowing how) of DFDs and ERDs. With data collected from a sample of 124 students, we use partial least squares (PLS) to show that self-efficacy and metacognition are distinct yet related constructs. While self-efficacy is a predictor of both declarative and procedural knowledge, metacognition is only related to procedural knowledge. We discuss the implications of these results and suggest further research is needed to compare and contrast the role of these constructs in assessing learning outcomes.
机译：我们建议通过将自我效能与称为元认知的相关建构进行比较，以扩展我们对自我效能的理解。元认知涉及对一个人的思维过程的监视和控制，并且通常与自我效能感相关联，与一项任务的执行相关。我们开发了一种工具，该工具在涉及DFD和ERD的声明性和程序性知识（了解并知道如何做）的测试中，尝试衡量个人绩效的自我效能和元认知。从124名学生的样本中收集的数据，我们使用偏最小二乘（PLS）来证明自我效能和元认知是截然不同但又相关的建构。自我效能是陈述性和程序性知识的预测指标，而元认知仅与程序性知识有关。我们讨论了这些结果的含义，并建议需要进一步研究以比较和对比这些结构在评估学习成果中的作用。

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