The impact to demographic and academic factors on metacognition and academic self‑efficacy: A study on Iranian students in health sciences
نویسندگان
1 Department of Psychiatry, School of Medicine, Shahrekord University of Medical Sciences
2 Department of Cardiology and Cardiac Surgery, Kashani and Hajar University Hospitals, School of Medicine, Shahrekord University of Medical Sciences
3 Department of Medical Physics and Radiology, Student Research Committee, Shahrekord University of Medical Sciences, Shahrekord, Shahrekord
4 Department of Medical Physics and Radiology, Student Research Committee, Shahrekord University of Medical Sciences, Shahrekord, Shahrekord
5 Department of Medical Education, School of Management and Medical Education, Shahid Beheshti University of Medical Sciences, Tehran, Iran
6
doi
چکیده
BACKGROUND: Metacognition and academic self‑efficacy are two emerging resources in the processof learning. Basic levels of metacognition and academic self‑efficacy may differ and be influenced bydemographic and academic factors. This study investigated impacts of demographic and academicfactors on metacognition, metacognitive skills, and academic self‑efficacy in health sciences students.MATERIALS AND METHODS: A cross‑sectional study was conducted among 404 participatingstudents attending various fields of study in health sciences at Shahrekord University of MedicalSciences. Demographic and academic data were collected. Global metacognition, metacognitiveskills, and academic self‑efficacy scores were assessed using published or online questionnaires.Means were compared using Student’s t‑test, whereas intra‑ and intergroups’ scores were comparedusing one‑way ANOVA test.RESULTS: Global metacognition and academic self‑efficacy were not impacted by demographicstudents’ status. The gender and age impacted both knowledge and control of process‑ planning (favoringmale gender), as well knowledge and control‑of‑self (disfavoring 20–30 age class) of metacognitiveskills, (P < 0.05). Academic status did not influence academic self‑efficacy. The school type influencedthe metacognitive skill component to knowledge and control of process‑regulation (disfavoring nursingschool) (P < 0.05). The academic discipline impacted the global metacognition (P < 0.05) and itsknowledge and control of self‑component (P < 0.01).CONCLUSIONS: Demographic and academic status does impact metacognitive skills and globalmetacognition scores. Given the heterogeneous level to innate metacognitive skills, this study shedslights on usefulness to screen learners’ subgroups that require supplementary educational instructionsto uniformly optimize metacognitive skills.
