Abstract

Limited studies have investigated the interplay among digital metacognition, academic self-efficacy, and self-regulated learning readiness within the Indonesian Teacher Professional Education programme, leaving the mechanisms underlying Self-Regulated Learning in digital environments insufficiently understood. The study examined the direct association of digital metacognition with Self-Regulated Learning readiness, and the mediating and moderating roles of academic self-efficacy. The study utilised a quantitative survey design, involving 462 in-service teachers enrolled in the Teacher Professional Education programme. Data were collected on digital metacognition, academic self-efficacy, and Self-Regulated Learning readiness using validated instruments and analysed using covariance-based structural equation modelling with LISREL version 8.70. The findings showed that perceived digital metacognition was positively associated with academic self-efficacy and Self-Regulated Learning readiness, while academic self-efficacy showed the strongest direct association with readiness. Academic self-efficacy also statistically mediated the relationship between digital metacognition and Self-Regulated Learning readiness. In addition, a statistically significant interaction indicated that the strength of this relationship varied according to participants’ levels of academic self-efficacy. The model explained 19.2% of the variance in academic self-efficacy and 54.2% of the variance in Self-Regulated Learning readiness. The findings show the combined effect of cognitive and motivational elements on the likelihood of Self-Regulated Learning in digital professional education environments, thus extending Self-Regulated Learning Theory and Social Cognitive Theory. Practically, the research provides evidence-based insights to support the development of a Teacher Professional Education programme to support digital metacognition, academic self-efficacy, and readiness for Self-Regulated Learning.  

Keywords

References

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