TY - JOUR AU - Kalambo, Austin Bondawambinga AU - Lynch, Richard PY - 2021/10/18 Y2 - 2024/03/28 TI - The Relationship of Self-Efficacy for Learning and Performance in Physics and Metacognitive Self-Regulated Physics Learning With Physics Achievement of Form 3 Students at Domasi Demonstration Secondary School in Malawi JF - Scholar: Human Sciences JA - scho VL - 13 IS - 2 SE - DO - UR - http://www.assumptionjournal.au.edu/index.php/Scholar/article/view/4673 SP - 59 AB - <p>The study was aimed at determining the relationships among self-efficacy for learning and performance in physics, metacognitive self-regulated physics learning and physics achievement of Form 3 physics students at Domasi Demonstration Secondary School in Malawi. The Motivated Strategies for Learning Questionnaire (MSLQ) was adapted and used to collect data on self-efficacy for learning and performance in physics and metacognitive self-regulated physics learning from 40 Form 3 physics students at Domasi Demonstration Secondary School in Malawi in their Term 3 of the 2019 academic year. The physics achievement scores of the students were collected by an End of Term 3 Physics Examination. A multiple correlation coefficient analysis was used to determine the relationships among self-efficacy for learning and performance in physics, metacognitive self-regulated physics learning and physics achievement of the Form 3 physics students. It was revealed that the relationship of self-efficacy for learning and performance in physics and metacognitive self-regulated physics was moderately strong and positively correlated. Similarly, physics achievement and self-efficacy for learning and performance in physics were also moderately strong and positively correlated. Lastly, the relationship between physics achievement and metacognitive self-regulated physics learning was revealed to be weak but positively correlated. The findings, further, indicated that a moderately strong and positive significant relationship existed between self-efficacy for learning and performance in physics and metacognitive self-regulated physics learning with physics achievement.  Recommendations for students’ support, teaching strategies, and future research are provided.</p> ER -