{
  "id": 10019,
  "url": "https://doi.org/10.1080/2331186x.2026.2661434",
  "title": "The role of metacognitive awareness as mediator and moderator in the nexus between self-regulated learning and mathematics achievement",
  "summary": "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",
  "authors": "Isaac Davor, Francis Ohene Boateng, Franco Osei-Wusu, Aaron Osei Bosompem, Prince Osei-Tutu, Joseph Hamenu",
  "category": "research",
  "topics": "regulation,children-education",
  "orgs": null,
  "regions": null,
  "published_at": "2026-04-25T00:00:00.000Z",
  "fetched_at": "2026-07-14T16:34:04.104Z",
  "source_slug": "openalex",
  "source_name": "OpenAlex",
  "source_homepage": "https://openalex.org",
  "ethics_ai_record_url": "https://ethics.ai/record/10019",
  "original_url": "https://doi.org/10.1080/2331186x.2026.2661434",
  "evidence_status": "source-only",
  "attribution": "via ethics.ai"
}