Students' math performance in higher education: Examining the role of self-regulated learning and self-efficacy

Research on the role of learning strategies and self-efficacy for mathematics performance in higher education is sparse, especially if cognitive and metacognitive strategies are considered. In response, the current study investigated the associations between these variables with a sample of 206 university students in the context of a two-semester math course. Self-efficacy measured after one semester (t2) was positively related to both cognitive...