The role of metacognitive awareness as mediator and moderator in the nexus between self-regulated learning and mathematics achievement
This study examines the mediating and moderating role of metacognitive awareness in the relationship between self-regulated learning and mathematics achievement of university students in Ghana. Although self-regulated learning has attracted attention as a predictor of academic performance, few studies have examined how metacognitive awareness interacts with self-regulated learning to influence mathematics achievement in the Ghanaian context. A quantitative cross-sectional design was employed. Da
Record details
Published: 25 April 2026
Source: OpenAlex
Category: Research
Topics: Regulation · Children & education
Retrieved: 14 July 2026
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ethics.ai (25 April 2026), “The role of metacognitive awareness as mediator and moderator in the nexus between self-regulated learning and mathematics achievement,” evidence record 10019, https://ethics.ai/record/10019 (originally published by OpenAlex).
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