The impact of self-efficacy and self-regulated learning strategies on students’ achievements in STEM disciplines

This study examines the relationships between self-regulated learning (SRL) strategies, self-efficacy (SE), and performance in STEM disciplines, including mathematics, biology, and physics. Participants included 243 high-school students from 10th12th grades. Data were collected through self-efficacy and SRL strategies questionnaires. We used structural equation modelling (SEM) to understand the correlations between students’ SE, useof SRL strategies (i.e., organization [ORG], metacognition [MC], and critical-thinking [CT]), and STEMachievements. The findings revealed that students’ SE was directly and indirectly related to students’ STEMachievements. Students’ MC and CT strategies were found to mediate the link between students’ SE and STEMachievements. SE, ORG, and CT factors accounted for 47% of the variance in STEM-achievements. In addition, SE and MC factors accounted for 44% of the variance in CT. There were no-significant direct relations between ORG and MC strategies to STEM-achievements. The study’s findings have practical implications for teachers, curriculum developers, and educators.