Introduction: Metacognitive strategies play an essential role in
students’ learning and achievement; therefore, identifying their
antecedents should be considered. This study indicated how
self-efficacy, as motivational beliefs, affects the meta-cognitive
strategies of medical students using a SEM approach.
Method: The present study was a quantitative cross-sectional
research design, using a Smart-PLS 3 approach in which 225 medical
students at Shiraz University of Medical Sciences were selected,
using simple random sampling. Pintrich and De Groot’s (1990)
students’ self-efficacy for learning and performance questionnaire
and metacognitive learning strategies questionnaire developed
by Dowson and McInerney (2004) were used to collect data. The
collected data were analyzed using SPSS 21 and PLS 3 software.
Results: The validity and reliability of research questionnaires
were confirmed by confirmatory factor analysis. The results
showed self-efficacy had a positive and significant relationship
with planning (r=0.24, P<0.001), monitoring (r=0.30, P<0.001)
and regulating (r=0.31, P<0.001). Furthermore, self-efficacy had
direct, positive and statistically significant effect on metacognitive
learning strategies (β=0.42, P<0.001).
Conclusion: The findings suggest students who believe they
are capable to learn and to do their academic tasks are more
effective in adopting meta-cognitive strategies to achieve
learning objectives than students who do not maintain such
optimistic beliefs. Therefore, it is recommended that the officials
of Shiraz University of Medical Sciences provide opportunities
for strengthening the students’ self-efficacy and metacognitive
learning strategies through providing training courses. In these
courses students should be explicitly instructed how a specific
learning strategy is adopted, why it is important and when and
how it applies to the specific task.