PLS-SEM을 적용한 사범대학생의 메타인지와 학업참여 관계 분석: 메타동기조절과 학업적 희망의 순차적 매개효과

초록

This study investigated the sequential mediating effects of metamotivational regulation and academic hope on the relationship between metacognition and academic engagement among pre-service teachers using PLS-SEM. Participants were 336 students from a college of education in region G (134 male, 202 female). Results revealed that metacognition positively influenced metamotivational regulation, academic hope, and academic engagement. Metamotivational regulation had positive effects on academic hope and academic engagement, while academic hope also positively affected academic engagement. Metamotivational regulation and academic hope showed significant mediating effects, and metamotivational regulation and academic hope demonstrated significant sequential mediation on the relationship between metacognition and academic engagement. These findings highlight the importance of metacognition, metamotivational regulation, and academic hope in fostering academic engagement, offering practical implications for enhancing learning participation among pre-service teachers.

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