| Numerous studies have shown that students with high levels of academic self-control have higher levels of academic resilience,higher levels of mental health and academic achievement,and better interpersonal relationships.There is a strong need for university students to improve their academic self-control and achieve higher levels of self-management.Several studies have confirmed the correlation between metacognition and learning self-control,and there are also many empirical studies on the use of metacognitive interventions to promote students’ self-directed learning,but such studies have not yet revealed the mechanisms underlying the interventions and the effects of each of the three metacognitive dimensions on learning self-control.Moreover,most of the previous studies on learning self-control have focused on a single dimension,and few of them have adopted a comprehensive approach.Therefore,this study will investigate the overall situation of learning self-control among university students,as well as the three dimensions of metacognition and their relationship with learning self-control,to investigate whether the different components of metacognition(metacognitive knowledge,metacognitive experience and metacognitive monitoring)all contribute positively to learning self-control,in order to deepen the understanding of metacognition.In addition,this paper will also investigate the mechanism of metacognitive interventions on university students’ learning self-control,i.e.the mediating role of academic self-efficacy in the relationship between university students’ metacognition and learning self-control.Specifically,Study 1 systematically analysed the basic situation of academic self-control among university students in China by means of an online questionnaire survey of 476 university students using a difference-in-difference test.Correlation and regression analyses were used to explore the relationship between the dimensions of metacognition and academic self-control among university students and to verify the mediating role of academic self-efficacy.Based on Study 1,this study designed a systematic metacognitive intervention programme based on the three dimensions of metacognition to verify its effectiveness on the metacognition and academic self-control of university students.Based on the findings and analysis,the following conclusions were drawn from the study:(1)There are significant differences in university students’ learning self-control in terms of gender,institutional background and professional background;(2)The metacognitive dimensions of university students were significantly and positively correlated with study self-control;self-efficacy played a partially mediating role in the relationship between metacognition and study self-control among university students;(3)After the 7-day systematic metacognitive intervention programme,the subjects’ learning self-control and metacognition levels in the experimental group were significantly improved. |
