Exploring the mediating effect of academic self-efficacy on metacognitive awareness and students’ academic writing skill in Islamic higher education

This study examined the mediating role of self-efficacy in the relationship between metacognitive awareness and academic writing skill in Islamic higher education institution. Particularly in the Malaysia and Thailand, where scholarly works in relation to these constructs, has yet to be documented. Anchored in a quantitative, cross-sectional and predictive design, this study employed Partial Least Squares-Structural Equation Modeling to analyze responses from 1.655 undergraduate students enrolled in Islamic studies towards Islamic education. Results indicate that metacognitive awareness has a direct and significant effect on academic writing skill and self-efficacy. Additionally, self-efficacy positively influences academic writing skill and serves as a partial mediator in the relationship between metacognitive awareness and academic writing skill. These findings underscore the importance of metacognitive awareness learning practices in Islamic education to cultivate students’ confidence in their abilities, leading to writing academic cognitive engagement. Despite the established literature on these constructs, existing research has largely focused on primary and secondary education, with minimal studies examining this in Islamic studies in Islamic higher education settings. This study bridges that gap by offering empirical evidence from a Malaysia and Thailand Islamic higher education institution, contributing to both local and global discussions on effective Islamic education pedagogy. Future research should explore similar relationships in varied educational contexts to further validate the findings. These insights have implications for curriculum development, emphasizing the role of metacognitive awareness learning in fostering both cognitive and writing skill engagement in Islamic education.

Ҳали таржима қилинмаган