ArticleFrontiers in psychology2026
Self-efficacy and metacognitive strategies in blended science learning: a self-regulated learning perspective.
Article in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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Abstract
With the accelerated adoption of blended learning in higher education science curricula following the global shift toward digitally integrated instruction, science educators face an urgent need to understand how students' motivational and cognitive self-regulatory processes function across online and face-to-face modalities. Despite this practical imperative, the field lacks empirically validated models specifying how self-efficacy and metacognitive strategies jointly operate to influence science achievement in blended contexts, leaving instructional designers without evidence-based guidance for targeted intervention. This study aimed to examine the mediations and moderations of self-efficacy and metacognitive strategy use in blended science learning contexts for academic achievement. In this study, a total of 449 participants from a university in China completed a validated questionnaire about their self-efficacy in science learning, usage of metacognitive strategies, and academic performance. Structural equation modeling was conducted to analyze the proposed relationship, while mediation analysis employing bias-corrected bootstrapping was also carried out to explore moderation in multiple groups. Results showed that self-efficacy produced a positive direct effect on academic performance (
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