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. 2020 Mar 17;20(1):76.
doi: 10.1186/s12909-020-01995-9.

Relationships between academic self-efficacy, learning-related emotions, and metacognitive learning strategies with academic performance in medical students: a structural equation model

Ali Asghar Hayat  1 , Karim Shateri  2 , Mitra Amini  1 , Nasrin Shokrpour  3
Affiliations

Relationships between academic self-efficacy, learning-related emotions, and metacognitive learning strategies with academic performance in medical students: a structural equation model

Ali Asghar Hayat et al. BMC Med Educ. .

Abstract

Recognition of the factors affecting the medical students' academic success is one of the most important challenges and concerns in medical schools. Hence, this study aimed to investigate the mediating effects of metacognitive learning strategies and learning-related emotions in the relationship between academic self-efficacy with academic performance in medical students.

Methods: The present study was carried out on 279 students of medicine studying at Shiraz University of Medical Sciences. The students filled out three questionnaires: academic emotions (AEQ), metacognitive learning strategies, and academic self-efficacy questionnaires. The data were analyzed using SPSS and Smart PLS3.

Results: The results of structural equation modeling revealed that the students' self-efficacy has an impact on their learning-related emotions and metacognitive learning strategies, and these, in turn, affect the students' academic performance. Moreover, learning-related emotions influence the metacognitive learning strategies, which in turn mediate the effect of emotions on academic performance.

Discussion: The results of this study revealed that metacognitive strategies and learning-related emotions could play a mediating role in the relationship between students' self-efficacy and academic performance.

Keywords: Academic performance; Academic self-efficacy; Learning-related emotions; Medical students; Metacognitive strategies.

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Conflict of interest statement

Author Mitra Amini is a member of the editorial board for BMC Medical Education. They were blinded to the editorial process.

The authors declare that they have no competing interests.

Figures

Fig. 1
Fig. 1
The conceptual model
Fig. 2
Fig. 2
SEM depicting relationships between metacognitive learning strategies, positive learning-related emotions and academic self-efficacy with academic performance. ** indicates statistically significant at p < 0. 01 level and * shows statistically significant at p < 0. 05 level. Values for each arrow indicate the standardized path coefficients
Fig. 3
Fig. 3
Path analysis of bootstrapping shows T-test scores related to path coefficients depicted in Fig. 2. T-test scores that are higher than 1.96 are significant at 0.05 level, and T-test scores that are higher than 2.58 are significant at 0.01 level
See this image and copyright information in PMC

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