The Relationship between Cognitive and Metacognitive Skills, Academic Motivation, and Achievement among Freshmen Students

Hosam A. Althibyani

Abstract


Learning is an inherent characteristic of human beings and plays a significant role in the development of cognition. In this regard, metacognition is a special kind of cognition as it deals with the monitoring and regulation of cognition. It motivates learning in students and improves their academic achievement. This study, therefore, seeks to investigate the interaction between cognitive and metacognitive skills, academic motivation, and academic achievement among freshmen Computer Science and Engineering students at a public university in KSA. Using a descriptive correlation design, a sample of 39 freshmen students from the academic year 2022/2023. Data were collected using established instruments, including the McGregory et al. (2015) Academic Performance Scale, the Wells and Cartwright-Hatton (2004) Metacognition Questionnaire (MCQ-30), the Witkin et al. (1977) Group Embedded Figure Test (GEFT), and the Achievement Motives Scale (Revised) (AMS-R). The gathered data were analyzed using SPSS software (version 23.0), employing simple linear regression and Pearson correlation tests. The findings revealed a significant positive relationship between the implementation of metacognitive and cognitive strategies and academic achievement among freshmen students (p < 0.05). Moreover, the study concluded that there is also a significant positive relationship between the adoption of metacognitive and cognitive strategies and learning motivation among these students (p < 0.05). Notably, students with a higher level of metacognitive awareness in planning, monitoring, and critical thinking exhibited greater motivation to excel in their academic pursuits. The study recommends that instructional methods should prioritize both cognitive and metacognitive skills to facilitate effective learning experiences for students.

Keywords


Cognitive; Metacognitive Skills; Motivation; Critical thinking; Academic Performance; First-year students

Full Text:

PDF

References


Abdelrahman, R. M. (2020). Metacognitive awareness and academic motivation and their impact on academic achievement of Ajman University students. Heliyon, 6(9). https://doi.org/10.1016/j.heliyon.2020.e04192.

Aggarwal, I., Woolley, A. W., Chabris, C. F., & Malone, T. W. (2019). The impact of cognitive style diversity on implicit learning in teams. Frontiers in psychology, 10, 112. https://doi.org/10.3389/fpsyg.2019.00112

Akamatsu, D., Nakaya, M., & Koizumi, R. (2019). Effects of metacognitive strategies on the self-regulated learning process: The mediating effects of self-efficacy. Behavioral Sciences, 9(12), 128. https://doi.org/10.3390/bs9120128

Alhadabi, A., & Karpinski, A. C. (2020). Grit, self-efficacy, achievement orientation goals, and academic performance in University students. International Journal of Adolescence and Youth, 25(1), 519-535.‏ https://doi.org/10.1080/02673843.2019.1679202

Almulla, M. A., & Al-Rahmi, W. M. (2023). Integrated social cognitive theory with learning input factors: the effects of problem-solving skills and critical thinking skills on learning performance sustainability. Sustainability, 15(5), 3978.‏ https://doi.org/10.3390/su15053978

Aloqleh, A. M. A., & Teh, K. S. M. (2019). The effectiveness of metacognition on academic achievement among the Jordanian universities students. International Journal of Academic Research in Business and Social Sciences, 9(9). https://doi.org/10.6007/IJARBSS/v9-i9/6315

Amiri Gharghani, A., Amiri Gharghani, M., & Hayat, A. A. (2018). Correlation of motivational beliefs and cognitive and metacognitive strategies with academic achievement of students of Shiraz University of Medical Sciences. Strides in Development of Medical Education, 15(1). https://doi.org/10.5812/sdme.81169

Andres, H. (2020). The role of active teaching, academic self-efficacy, and learning behaviors in student performance. Journal of International Education in Business, 13(2), 221-238.‏ https://doi.org/10.1108/JIEB-02-2020-0017

Chamot, A. U. (2014). The role of learning strategies in second language acquisition. In M. Breen (Ed.), Learner contributions to language learning (pp. 25-43). Routledge.

Concina, E. (2019). The role of metacognitive skills in music learning and performing: theoretical features and educational implications. Frontiers in Psychology, 10, 1583. https://doi.org/10.3389/fpsyg.2019.01583

Csíkos, C. (2022). Metacognitive and Non-Metacognitive Processes in Arithmetic Performance: Can There Be More than One Meta-Level?. Journal of Intelligence, 10(3), 53. https://doi.org/10.3390/jintelligence10030053

Day, C., Gu, Q., & Sammons, P. (2016). The impact of leadership on student outcomes: How successful school leaders use transformational and instructional strategies to make a difference. Educational administration quarterly, 52(2), 221-258.‏ https://doi.org/10.1177/0013161X15616863

Dilekçi, A., & Karatay, H. (2023). The effects of the 21st century skills curriculum on the development of students’ creative thinking skills. Thinking skills and creativity, 47, 101229.‏ https://doi.org/10.1016/j.tsc.2022.101229

Drigas, A., Mitsea, E., & Skianis, C. (2022). Metamemory: Metacognitive Strategies for Improved Memory Operations and the Role of VR and Mobiles. Behavioral Sciences, 12(11), 450. https://doi.org/10.3390/bs12110450

Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public interest, 14(1), 4-58.‏ https://doi.org/10.1177/1529100612453266

Fergus, T. A., & Bardeen, J. R. (2019). The Metacognitions Questionnaire–30: an examination of a bifactor model and measurement invariance among men and women in a community sample. Assessment, 26(2), 223-234. https://doi.org/10.1177/1073191116685807

Garcia, M. B., & Yousef, A. M. F. (2023). Cognitive and affective effects of teachers’ annotations and talking heads on asynchronous video lectures in a web development course. Research and Practice in Technology Enhanced Learning, 18, 020-020. https://doi.org/10.58459/rptel.2023.18020

George, B., Desmidt, S., Cools, E., & Prinzie, A. (2022). Cognitive styles, user acceptance and commitment to strategic plans in public organizations: an empirical analysis. In J. M. Bryson, L. H. Edwards, & D. M. Van Slyke (Eds.), Toward a more strategic view of strategic planning research (pp. 31-50). Routledge.

Guan, Y., Deng, H., & Zhou, X. (2020). Understanding the impact of the COVID-19 pandemic on career development: Insights from cultural psychology. Journal of vocational behavior, 119, 103438. https://doi.org/10.1016/j.jvb.2020.103438

Hamzah, H., Hamzah, M. I., & Zulkifli, H. (2022). Systematic Literature review on the elements of metacognition-based Higher Order Thinking Skills (HOTS) teaching and learning modules. Sustainability, 14(2), 813.‏ https://doi.org/10.3390/su14020813

Hashey, A. L., Foxworth, L. L., Di Cesare, D. M., & Kaczorowski, T. L. (2023). Teach cognitive and metacognitive strategies to support learning and independence. In J. McLeskey, L. Maheady, B. Billingsley, M. T. Brownell, T. J. Lewis, & S. Alber‑Morgan (Eds.), High leverage practices for intensive interventions (pp. 204–215). Routledge.

Hayat, A. A., Shateri, K., Amini, M., & Shokrpour, N. (2020). Relationships between academic self-efficacy, learning-related emotions, and metacognitive learning strategies with academic performance in medical students: a structural equation model. BMC Medical Education, 20(1), 1-11. https://doi.org/10.1186/s12909-020-01995-9

Henrikson, R. (2019). Using online lectures to promote engagement: Recognising the self-directed learner as critical for practical inquiry. Journal of Open, Flexible and Distance Learning, 23(1), 17-32.

Howard, J. L., Bureau, J. S., Guay, F., Chong, J. X., & Ryan, R. M. (2021). Student motivation and associated outcomes: A meta-analysis from self-determination theory. Perspectives on Psychological Science, 16(6), 1300-1323. https://doi.org/10.1177/1745691620966789

Kpessa-Whyte, M., & Tsekpo, K. (2021). The politics of nation-building in sub-Saharan Africa: A retrospective analysis of early postcolonial education policy in Ghana. Journal of Nation-Building and Policy Studies, 5(1), 5.‏ https://hdl.handle.net/10520/ejc-aa_jonps-v5-n1-a1

Lang, J. W., & Fries, S. (2006). A revised 10-item version of the Achievement Motives Scale. European Journal of Psychological Assessment, 22(3), 216-224. https://doi.org/10.1027/1015-5759.22.3.216

Li, F., & Sun, Y. (2024). Effects of different forms of explicit instruction on L2 development: A meta‐analysis. Foreign Language Annals, 57(1), 229-255.

Li, H., Majumdar, R., Chen, M. R. A., & Ogata, H. (2021). Goal-oriented active learning (GOAL) system to promote reading engagement, self-directed learning behavior, and motivation in extensive reading. Computers & Education, 171, 104239. https://doi.org/10.1016/j.compedu.2021.104239

Liu, Z. Y., Lomovtseva, N., & Korobeynikova, E. (2020). Online learning platforms: Reconstructing modern higher education. International Journal of Emerging Technologies in Learning (iJET), 15(13), 4-21.‏ Retrieved December 1st, 2023 from https://www.learntechlib.org/p/217605/.

Manganelli, S., Cavicchiolo, E., Mallia, L., Biasi, V., Lucidi, F., & Alivernini, F. (2019). The interplay between self-determined motivation, self-regulated cognitive strategies, and prior achievement in predicting academic performance. Educational Psychology, 39(4), 470-488. https://doi.org/10.1080/01443410.2019.1572104

Maymon, R., & Hall, N. C. (2021). A review of first-year student stress and social support. Social Sciences, 10(12), 472. https://doi.org/10.3390/socsci10120472

McGregory, C., Hornbacher, S., Grattan, E., & Birchmeier, C. (2015). Academic Performance Scale. Saginaw Valley State University. Retrieved from: https://www.academia.edu/57347883/_PDF_Academic_Performance_Questionnaire

Monaghan, P., & Stenning, K. (2022, May). Effects of representational modality and thinking style on learning to solve reasoning problems. In Proceedings of the Twentieth Annual Conference of the Cognitive Science Society (pp. 716-721). Routledge.

Morris, T. H. (2019). Adaptivity through self-directed learning to meet the challenges of our ever-changing world. Adult Learning, 30(2), 56-66. https://doi.org/10.1177/1045159518814486

Nabizadeh, S., Hajian, S., Sheikhan, Z., & Rafiei, F. (2019). Prediction of academic achievement based on learning strategies and outcome expectations among medical students. BMC Medical education, 19, 1-11. https://doi.org/10.1186/s12909-019-1527-9

Napolitano, C. M., Sewell, M. N., Yoon, H. J., Soto, C. J., & Roberts, B. W. (2021). Social, emotional, and behavioral skills: An integrative model of the skills associated with success during adolescence and across the life span. In Frontiers in Education, 6, 679561. https://doi.org/10.3389/feduc.2021.679561

Otto, D., Eickhoff, V., & Röwert, R. (2024). Understanding the conditions for the growth of private Universities: A self-determination theory analysis. In ICERI2024 Proceedings (pp. 8434-8443).

Perry, J., Lundie, D., & Golder, G. (2019). Metacognition in schools: what does the literature suggest about the effectiveness of teaching metacognition in schools?. Educational Review, 71(4), 483-500.‏ https://doi.org/10.1080/00131911.2018.1441127

Puspitarini, Y. D., & Hanif, M. (2019). Using learning media to increase learning motivation in elementary school. Anatolian Journal of Education, 4(2), 53-60.‏ https://doi.org/10.29333/aje.2019.426a

Reis, S., Gelbar, N., & Madaus, J. (2023). Pathways to academic success: specific strength-based teaching and support strategies for twice exceptional high school students with autism spectrum disorder. Gifted Education International, 39(3), 378-400. https://doi.org/10.1177/02614294221124197

Rivas, S. F., Saiz, C., & Ossa, C. (2022). Metacognitive strategies and development of critical thinking in higher education. Frontiers in Psychology, 13, 913219. https://doi.org/10.3389/fpsyg.2022.913219

Robinson, J. D., & Persky, A. M. (2020). Developing self-directed learners. American Journal of Pharmaceutical Education 84(3), 847512. https://doi.org/10.5688/ajpe847512

Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary educational psychology, 61, 101860.‏ https://doi.org/10.1016/j.cedpsych.2020.101860

Sáiz-Manzanares, M. C., Martin, C., González-Díez, I., Jiménez Eguizábal, A., Calvo Rodríguez, A., Vázquez, C. V., ... & Velasco Saiz, R. (2024). Monitoring metacognitive strategies use during interaction collaborative groups. Education Sciences, 14(11), 1205.

Schunk, D. H., & DiBenedetto, M. K. (2020). Motivation and social cognitive theory. Contemporary Educational Psychology, 60, 101832.‏ https://doi.org/10.1016/j.cedpsych.2019.101832

Sella, E., Carbone, E., Vincenzi, M., Toffalini, E., & Borella, E. (2023). Efficacy of memory training interventions targeting metacognition for older adults: a systematic review and meta-analysis. Aging & Mental Health, 27(4), 674-694.‏ https://doi.org/10.1080/13607863.2022.2122931

Selvaraj, A., Radhin, V., Nithin, K. A., Benson, N., & Mathew, A. J. (2021). Effect of pandemic based online education on teaching and learning system. International Journal of Educational Development, 85, 102444.‏ https://doi.org/10.1016/j.ijedudev.2021.102444

Senko, C., Liem, G. A. D., Lerdpornkulrat, T., & Poondej, C. (2023). Why do students strive to outperform classmates? Unpacking their reasons for pursuing performance goals. Contemporary Educational Psychology, 73, 102178.‏ https://doi.org/10.1016/j.cedpsych.2023.102178

Sharma, H. L., & Ranjan, P. (2018). Relationship of cognitive styles with academic achievement among secondary school students. International Journal of Research in Engineering IT and Social Sciences, 8(4), 55-60.

Shih, H. C. J., & Huang, S. H. C. (2020). College students’ metacognitive strategy use in an EFL flipped classroom. Computer Assisted Language Learning, 33(7), 755-784. https://doi.org/10.1080/09588221.2019.1590420

Skulmowski, A., & Xu, K. M. (2022). Understanding cognitive load in digital and online learning: A new perspective on extraneous cognitive load. Educational Psychology Review, 34(1), 171-196.‏ https://doi.org/10.1007/s10648-021-09624-7

Stanton, J. D., Halmo, S. M., Carter, R. J., Yamini, K. A., & Ososanya, D. (2024). Opportunities for guiding development: insights from first-year life science majors’ use of metacognition. Journal of Microbiology and Biology Education, 25(3), e00053-24.

Tadesse, T., Asmamaw, A., Getachew, K., Ferede, B., Melese, W., Siebeck, M., & Fischer, M. R. (2022). Self-Regulated Learning Strategies as Predictors of Perceived Learning Gains among Undergraduate Students in Ethiopian Universities. Education Sciences, 12(7), 468. https://doi.org/10.3390/educsci12070468

Taheri, H., Sadighi, F., Bagheri, M. S., & Bavali, M. (2020). Investigating the relationship between Iranian EFL learners’ use of language learning strategies and foreign language skills achievement. Cogent Arts & Humanities, 7(1), 1710944.‏ https://doi.org/10.1080/23311983.2019.1710944

Tai, K. W., & Zhao, Y. V. (2024). Success factors for English as a second language university students’ attainment in academic English language proficiency: exploring the roles of secondary school medium-of-instruction, motivation and language learning strategies. Applied Linguistics Review, 15(2), 611-641.‏ https://doi.org/10.1515/applirev-2022-0049

Talwar, A., Magliano, J. P., Higgs, K., Santuzzi, A., Tonks, S., O’Reilly, T., & Sabatini, J. (2023). Early Academic Success in College: Examining the Contributions of Reading Literacy Skills, Metacognitive Reading Strategies, and Reading Motivation. Journal of College Reading and Learning, 53(1), 58-87.‏ https://doi.org/10.1080/10790195.2022.2137069

Trigueros, R., Aguilar-Parra, J. M., Cangas, A. J., Bermejo, R., Ferrandiz, C., & López-Liria, R. (2019). Influence of emotional intelligence, motivation and resilience on academic performance and the adoption of healthy lifestyle habits among adolescents. International Journal of Environmental Research and Public Health, 16(16), 2810.‏ https://doi.org/10.3390/ijerph16162810

Urhahne, D., & Wijnia, L. (2023). Theories of motivation in education: An integrative framework. Educational Psychology Review, 35(2), 45.‏ https://doi.org/10.1007/s10648-023-09767-9

Vosniadou, S., Darmawan, I., Lawson, M. J., Van Deur, P., Jeffries, D., & Wyra, M. (2021). Beliefs about the self-regulation of learning predict cognitive and metacognitive strategies and academic performance in pre-service teachers. Metacognition and Learning, 16(1), 1-32. https://doi.org/10.1007/s11409-020-09258-0

Wells, A., & Cartwright-Hatton, S. (2004). A short form of the metacognitions questionnaire: properties of the MCQ-30. Behaviour research and therapy, 42(4), 385-396. https://doi.org/10.1016/S0005-7967(03)00147-5

Welter, V. D. E., Becker, L. B., & Großschedl, J. (2022). Helping learners become their own teachers: The beneficial impact of trained concept-mapping-strategy use on metacognitive regulation in learning. Education Sciences, 12(5), 325. https://doi.org/10.3390/educsci12050325

Witkin, H. A., Moore, C. A., Oltman, P. K., Goodenough, D. R., Friedman, F., Owen, D. R., & Raskin, E. (1977). Role of the field-dependent and field-independent cognitive styles in academic evolution: a longitudinal study. Journal of Educational Psychology, 69(3), 197. https://psycnet.apa.org/doi/10.1037/0022-0663.69.3.197

Xia, Y., Shin, S. Y., & Kim, J. C. (2024). Cross-cultural intelligent language learning system (CILS): Leveraging AI to facilitate language learning strategies in cross-cultural communication. Applied Sciences, 14(13), 5651.

Xie, Y., Wang, J., Li, S., & Zheng, Y. (2023). Research on the influence path of metacognitive reading strategies on scientific literacy. Journal of Intelligence, 11(5), 78. https://doi.org/10.3390/jintelligence11050078

Zhang, W., Zhang, D., & Zhang, L. J. (2021). Metacognitive instruction for sustainable learning: Learners’ perceptions of task difficulty and use of metacognitive strategies in completing integrated speaking tasks. Sustainability, 13(11), 6275. https://doi.org/10.3390/su13116275

Zhou, S., & Rose, H. (2025). A longitudinal study on lecture listening difficulties and self-regulated learning strategies across different proficiency levels in EMI higher education. Applied Linguistics Review, 16(1), 509-535.

Zsigmond, I., Metallidou, P., Misailidi, P., Iordanou, K., & Papaleontiou-Louca, E. (2025). Metacognitive monitoring in written communication: Improving reflective practice. Education Sciences, 15(3), 299.




DOI: https://doi.org/10.7575/aiac.ijels.v.13n.3p.3

Refbacks

  • There are currently no refbacks.


Bookmark and Share


License URL: https://creativecommons.org/licenses/by/4.0/

2013-2025 (CC-BY) Australian International Academic Centre PTY.LTD.

International Journal of Education and Literacy Studies  

You may require to add the 'aiac.org.au' domain to your e-mail 'safe list’ If you do not receive e-mail in your 'inbox'. Otherwise, you may check your 'Spam mail' or 'junk mail' folders.