Mediating Effect of Metacognitive Awareness on the Correlation between 21st Century Skills and Self-regulation in Learning among Students of Science and Technology, Engineering, and Mathematics Strand

AUTHOR(S)

KAREN CRYSTEL L. APOSTOL ROGAR R. GARCIA, EdD

ABSTRACT

——Poor self-regulation impedes science learning. This study examined the mediating effect of metacognitive awareness on the correlation between 21st century skills and selfregulation using a predictive design, stratified random sampling of 209 respondents, and mediation analysis. Finding revealed that metacognitive awareness partially mediates this relationship, supporting Social Cognitive Theory. Future studies may explore additional variables through qualitative methods and factor analysis to account for the remaining 0.651 variance. Keywords: Mediating effect of metacognitive awareness, 21st century skills, self-regulation in learning, students of science, technology, engineering, mathematics