Abstract
Self-regulation in science learning is a critical factor influencing academic success among students. This study investigates the mediating effect of self-confidence on the relationship between metacognitive awareness and self-regulation in science learning among 235 junior high school students. A descriptive-correlational research design was employed, utilizing stratified random sampling to select participants. Data were collected through validated questionnaires measuring metacognitive awareness, self-regulation, and self-confidence, and were analyzed using descriptive statistics, Pearson’s correlation, and mediation analysis. The findings indicated that students exhibited very high levels of metacognitive awareness (M = 4.47, SD = 0.184), self-regulation (M = 4.46, SD = 0.231), and self-confidence (M = 4.53, SD = 0.202). Pearson’s correlation analysis revealed significant positive relationships between metacognitive awareness and self-regulation (r = 0.660, p < 0.001), metacognitive awareness and self-confidence (r = 0.577, p < 0.001), and self-confidence and self-regulation (r = 0.511, p < 0.001). Mediation analysis showed that self-confidence partially mediated the relationship between metacognitive awareness and self-regulation, with an indirect effect estimate of 0.141 (SE = 0.045, p = 0.002) and a mediation percentage of 17.0%. These results suggest that while metacognitive awareness has a direct impact on self-regulation, self-confidence enhances this relationship by serving as a partial mediator. The study highlights the need for educational interventions that integrate metacognitive training with confidence-building strategies to promote self-regulated learning in science. Future research may explore the effectiveness of specific instructional methods in strengthening these constructs.
