Modeling the Relationship between High School Students’ Chemistry Self-efficacy and Metacognitive Awareness

In this study, the relationship between students’ chemistry self-efficacy beliefs and
metacognitive awareness was investigated utilizing a path model. There were 268
chemistry high school students (59% 10th grade and 41% 11th grade) participated in
the study. The students took two-hour chemistry course in the 9th and 10th grade and
three-hour chemistry course in the 11th grade. To measure students’ self-efficacy
toward chemistry, the High School Chemistry Self-efficacy Scale was used. Students’
metacognition was assessed via Junior Metacognitive Awareness Inventory. The
hypothesized model for the relationship between high school students’ chemistry selfefficacy
and metacognitive awareness was tested by conducting confirmatory factor
analysis by using LISREL 9.1 for Windows with SIMPLIS command language. The
results of this study showed that high efficacious students were more aware of
knowledge about their cognitive abilities and their regulation of cognitive processes.