Effects of metacognition instruction on postsecondary student self-efficacy

The current study proposes an examination of the effects of metacognitive prompting on participants’ self-efficacy when completing a computer-based algebra lesson. Participants will be randomly assigned from the Educational Psychology subject pool. The experimental design contains 4 conditions: before prompts, during prompts, after prompts, or none (control). The data will be analyzed using a one-way ANCOVA with the metacognitive prompt condition as the between subjects factor, the post-test self-efficacy scores serving as the dependent variable, and pre-test self-efficacy scores acting as the covariate.