Investigating the Effect of School Ability on Self-Efficacy, Learning Approaches, and Metacognition

Abstract

The relations among school ability, self-efficacy, learning approach, and metacognition were examined in a path model. Standardized questionnaires measuring these constructs were administered to 194 Filipino college students. Path analysis was used to determine the effects of school ability on self-efficacy and learning approaches and in turn the effects of self-efficacy and learning approach on metacognition. The path model tested showed adequate goodness of fit (2/df=2.77, GFI=.98, AGFI=.92, RMSEA=.05). In previous studies, deep approach to learning facilitates performance on outcome variables and not for surface approach. But a different pattern was shown in the results of the present study. When school ability was used as a predictor, surface approach increased and deep approach decreased as outcomes. When they were used as predictors together with self-efficacy, both increased the use of metacognition. Surface approach among Asians is seen as a useful approach to learning that is facilitated by prior school ability and results to awareness of one’s learning. Further implications on surface approach and deep were discussed.

Keywords: School ability, approach to learning, deep approach, surface approach, self-efficacy, metacognition