How Self-Efficacy Connects Metacognition and Problem-Solving in Middle School Students

Abstract

Metacognitive awareness and problem-solving skills are critical for students’ academic success. Although studies have shown a positive link between Metacognitive awareness and problem-solving skills, the role of motivational factors—especially self-efficacy—remains underexplored, particularly among middle school students. This gap limits our understanding of how cognitive and affective processes interact in early adolescence. This study aims to examine the mediating role of self-efficacy in the relationship between metacognitive awareness and problem-solving skills among middle school students. A quantitative correlational research design was adopted. The sample consisted of 320 eighth-grade students from public middle schools in Türkiye. Data were collected using validated self-report scales measuring metacognitive awareness, self-efficacy (academic, social, and emotional), and problem-solving skills (confidence, control, and avoidance). Pearson correlations and structural equation modeling were used for data analysis. The results revealed moderate, positive, and significant correlations among metacognitive awareness, self-efficacy, and problem-solving (r = .48–.49, p < .01). Structural equation modeling confirmed that metacognitive awareness significantly predicted problem-solving skills (β = .59, p < .01), and self-efficacy partially mediated this relationship (indirect effect = .27, p < .01; VAF = 31%). The findings indicate that self-efficacy is a key motivational mechanism linking metacognitive awareness to effective problem-solving. This study contributes to the literature by highlighting the mediating role of self-beliefs in cognitive performance among middle school students. Practical implications include integrating metacognitive strategy training and self-efficacy support into classroom instruction.