The Relative Contribution of Metacognitive Thinking and Cognitive Flexibility in Predicting Academic Self-Efficacy among Female University Students

Document Type : Original Article

Authors

1 Psychology Department Faculty of Women for Arts, Science & Education Ain Shams University - Egypt

2 Department of Psychology Faculty of Women for Arts, Science & Education Ain Shams University - Egypt

3 Faculty of Women for Arts, Science & Education Ain Shams University – Egypt

Abstract

The present study aims at exploring the relation of academic self-competence to both beyond-cognitive thinking and cognitive flexibility among female university students, in addition to the quantitative description in relative contribution of what is beyond-cognitive thinking and cognitive flexibility in predicting academic self-competence among university students. The sample of the research incorporates (795) female students who studied at the Faculty of women, Ain Shams University during the academic year (2020-2021) in various specializations and different departments. The tools of the research consist of the beyond-cognitive thinking and cognitive flexibility and academic self-competence scale (prepared by the student). The results have revealed the following: There is a statistically notable average positive correlation between what is beyond-cognitive thinking and academic self-competence among university students. There is a statistically notable average positive correlation between cognitive flexibility and academic self-competence among university students. The beyond-cognitive thinking and cognitive flexibility contribute to the prediction of academic self-competence among female university students.

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References

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