Examining Cognitive and Metacognitive Predictors of the Self-efficacy and Motivation of Undergraduate Students at a Research-Intensive University in the UAE

The Motivated Strategies for Learning Questionnaire (MSLQ) was used. This study examined the relationships among the cognitive, metacognitive, and affective domains, their predictive value for self-efficacy, and their impact on academic motivation and performance among 363 students at Khalifa University. The results revealed a strong positive correlation between self-efficacy and motivation (r (361) = .893, p .001) and a moderate positive correlation between cognitive strategy use and motivation (r (361) = .515, p .001), highlighting the importance of cognitive engagement and self-belief in academic success. Regression analyses revealed that affective strategies, such as emotional regulation and anxiety management, had a small but significant effect on selfefficacy, F (1, 361) = 3.97, p = .047). Demographic variables, including GPA and academic standing, accounted for approximately 10% of the variance in selfefficacy, with GPA as the strongest predictor. These findings support integrating emotional regulation and strategic learning interventions to increase motivation and resilience in STEM education.