A model of metacognition, achievement goal orientation, learning style, and self-efficacy

Structural equation modeling was used to test a model integrating achievement goal orientation, learning style, self-efficacy, and metacognition into a single framework that could explain and predict variation in performance. Self-efficacy was the strongest predictor of performance, followed by metacognition. Achievement goals correlated with each other, suggesting that students may be adopting multiple goals at the same time. Goal orientation was related to two or three learning styles, which may imply that students have a primary learning style and adopt a secondary or tertiary learning style to achieve their goals. Achievement goals, self-efficacy, and learning style had weak, negative relationships with metacognition.