Influence of Self-Regulation and Metacognitive Awareness on the Academic Resilience Among Science, Technology, and Engineering Students

AUTHOR(S)

ALMIRA S. LATIP ROGAR R. GARCIA, EdD

ABSTRACT

—— Increasing concern on students’ low academic resilience highlights its critical role in overcoming academic adversities. This study determined the significant influence of selfregulation and metacognitive awareness on academic resilience among junior high school STE students. Utilizing descriptive-correlational design and multiple regression analysis with 218 STE students, findings revealed that both self-regulation and metacognitive awareness significantly influence academic resilience, collectively explaining 59% of its variance. The results affirm the Self-Determination Theory, though with limitations in the dimension of relatedness. Future quantitative studies may incorporate additional variables to explain the remaining variance in academic resilience. Educational institutions are encouraged to integrate structured self-regulation and metacognitive awareness strategies into STE pedagogy to strengthen students’ academic resilience. Keywords — Self-regulation, metacognitive awareness, academic resilience, STE students