Document Type

Article

Abstract

We propose extending our understanding of self-efficacy by comparing self-efficacy with a related construct called metacognition. Metacognition involves the monitoring and control of one's thought processes and is often related, as is self-efficacy, to performance on a task. We develop an instrument that attempts to measure both self-efficacy and metacognition with respect to one's performance on a test covering declarative and procedural knowledge (knowing that, and knowing how) of DFDs and ERDs. With data collected from a sample of 124 students, we use partial least squares (PLS) to show that self-efficacy and metacognition are distinct yet related constructs. While self-efficacy is a predictor of both declarative and procedural knowledge, metacognition is only related to procedural knowledge. We discuss the implications of these results and suggest further research is needed to compare and contrast the role of these constructs in assessing learning outcomes.

Disciplines

Business | Community-Based Research | Computer Sciences | Education | Systems and Communications

Permissions

© ACM, 2006. This is the author's version of the work. It is posted here by permission of ACM for your personal use. Not for redistribution. The definitive version was published in The DATA BASE for Advances in Information Systems, {37, 2 & 3, (2006)} http://doi.acm.org/10.1145/1161345.1161360