This study examined the roles of metacognitive experiences in the self-regulation process before problem-solving. 260 Japanese undergraduate students participated. To investigate the role of metacognitive experiences, a structural equation model was constructed to examine the relations among Self-efficacy, Goal Setting, Metacognitive Experiences, and Performance. Analysis showed that Metacognitive Experiences mediated the influence of Self-efficacy on Goal Setting and Performance. In addition, these experiences were related to Performance to some extent. Finally, these results are discussed in relation to those obtained in previous studies.
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