Structural equation of modeling the relationship between self-efficacy and metacognition with problem solving appraisal
研究了高中生自我效能感与元认知对问题解决评估的影响，发现自我效能感通过元认知间接影响问题解决评估，且元认知与问题解决评估正相关。
The purpose of this study was to evaluate the relationship between self-efficacy and metacognition with problem solving appraisal among high school students. The sample consisted of 496 high school students (275 females, 221 males) who were randomly selected using cluster sampling method. All students were asked to complete Heppner’s Problem Solving Appraisal Scale (1988), Sherer’s General Self-efficacy Scale (1982), and O’niel & Abedi’s State Metacognition Scale (1996). The data from path analysis indicated that self-efficacy could directly and indirectly affect problem solving appraisal with the mediating effect of metacognition. Also metacognition positively had significantly related to problem solving appraisal. And self-efficacy positively had significantly related to metacognition. Predictor’s variables accounted for 0.43 of variance of problem solving appraisal.