Re ue In e na ionale de la Reche che Scien i ique
(Re ue-IRS)
ISSN: 2958-8413
Vol. 3, No. 6, No emb e 2025
This is an open access a icle unde he CC BY-NC-ND license.
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METACOGNITIVE SKILLS, SELF-REGULATED LEARNING,
AND ACADEMIC PERFORMANCE AMONG FIRST-YEAR
UNDERGRADUATE STUDENTS AT FELIX HOUPHOUET
BOIGNY UNIVERSITY IN ABIDJAN
Aya Michèle Edi h Ko i, Dépa emen de Psychologie, Uni e si é Félix Houphouë Boigny
d’Abidjan- Cô e d’I oi e
Abs ac :
This s udy aims o unde s and he in luence o me acogni i e skills and sel - egula ed
lea ning on he academic pe o mance o i s -yea uni e si y s uden s. Wi h his in mind, a
sample o 140 i s -yea unde g adua e s uden s was selec ed using clus e sampling a
Félix Houphouë Boigny Uni e si y in Abidjan (I o y Coas ). Two ques ionnai es ela ing
o he di e en a iables we e adminis e ed o hem. A e he da a we e analyzed, he
means ob ained we e compa ed using S uden 's - es o independen samples in SPSS
so wa e. The esul s showed, i s , ha i s -yea unde g adua e s uden s who use
me acogni i e skills in hei lea ning p ocess ha e highe academic pe o mance han hei
pee s who do no use me acogni i e skills in hei lea ning p ocess. Second, unde g adua e
s uden s who apply sel - egula ed lea ning in hei lea ning p ocess pe o m be e
academically han hei pee s who do no apply sel - egula ed lea ning in hei lea ning
p ocess.
Keywo ds: Sel - egula ed lea ning, unde g adua e s uden s, me acogni i e skills, academic
pe o mance.
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Résumé:
Ce e é ude ise à comp end e l’in luence des habili és mé acogni i es e de l’app en issage
au o égulé su la pe o mance académique des é udian s de p emiè e année d’uni e si é.
Dans ce e op ique, un échan illon de 140 é udian s de licence 1 a é é sélec ionné pa la
echnique d’échan illonnage pa g appe à l’Uni e si é Félix Houphouë Boigny d’Abidjan
(Cô e d’I oi e). Deux ques ionnai es ela i s aux di é en es a iables, leu on é é
adminis és. Ap ès le dépouillemen des données, les moyennes ob enues on é é compa ées
a ec le de S uden pou échan illon indépendan dans le logiciel Spss. Les ésul a s on
mon é p emiè emen , que les é udian s de licence 1 qui impliquen des habile és
mé acogni i es dans leu p ocessus d’app en issage on une pe o mance académique
supé ieu e à celles de leu s pai s qui n’impliquen pas d’habile és mé acogni i es dans leu
p ocessus d’app en issage. Deuxièmemen , que les é udian s de licence 1 qui me en en
applica ion l’app en issage au o égulé dans leu p ocessus d’app en issage on une
pe o mance académique supé ieu e à celle de leu s pai s qui ne me en pas en applica ion
l’app en issage au o égulé dans leu p ocessus d’app en issage.
Mo s clés : App en issage au o égulé, é udian s de licence 1, habili és mé acogni i es,
pe o mance académiques.
Digi al Objec Iden i ie (DOI): h ps://doi.o g/10.5281/zenodo.17687896
1 In oduc ion
Academic pe o mance is oday, he objec i e pu sued by all he uni e si ies in he wo ld.
This is measu ed h ough he esul s p oduced each yea by he s uden s. Howe e , he
p e ailing obse a ion is he high a e o ailu e and d opou in hese uni e si ies. In
pa icula , among i s -yea unde g adua e s uden s. J-P. Vandamme e al (2006: 40) explain
ha : « In F ench-speaking uni e si ies in Belgium, 60% o i s -gene a ion s uden s ail o
d op ou in he i s yea ». Acco ding o J-L. Dupon (2003: 39) :
Fo he yea 2002-2003, 46.2% o s uden s who en e ed in 2001-2002 in he i s yea
o unde g adua e s udies (including IUT and uni e si y enginee ing cou ses) we e
admi ed in 2nd yea , 29% epea ed hei i s yea and 24.8% le he uni e si y sys em,
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pe manen ly, empo a ily o wi h a iew o an o ien a ion owa ds highe non-uni e si y
cou ses (STS, pa amedical and social aining).
Thus, R.Bodin andM. Mille (2011 : 65) indica e ha :
The i s uni e si y cycles a e cha ac e ized by a pa icula ly high e apo a ion a e in
he i s yea , compa ed o o he possible cou ses in hig he educa ion. Each yea , 25%
o s uden s en olled in he i s yea o bachelo 's deg ee do no e-en oll he ollowing
yea .
Conce ning i s -yea psychology s uden s a Félix Houphouë Boigny Uni e si y in Abidjan,
« om 2013 o 2016 he a e o s uden s who ailed inc eased om 10% o 25% in he numbe
o majo eaching uni s » (K. A. Kouadio e al, 2024: 6).
In iew o his ala ming da a indica ing he p oblem o academic pe o mance a he le el o
unde g adua e s uden s, i appea s mo e han necessa y o look in o his phenomenon.
Because anyone who en olls in uni e si y o pos -seconda y s udies mus be able o con inue
hei s udies and g adua e wi h a deg ee. This is whe e he e m academic pe o mance akes
on i s ull meaning. M. A. Denige (2004: 3) de ines academic pe o mance as « he
achie emen o lea ning objec i es ela ed o he mas e y o knowledge speci ic o each s age
o he school pa h aken by he s uden and ul ima ely ob aining a diploma o in eg a ion in o
he job ma ke ». All s uden s mus he e o e be able o mas e he lea ning ela ed o hei
special ies and hei le els a each s age o hei cou se. This allows hem o ob ain hei
a ious end-o -cycle diplomas and o en e he p o essional wo ld. Howe e , he obse a ion
made is ha hey ha e di icul y ge ing h ough he i s yea o uni e si y. Thus, his
di icul y, expe ienced by he s uden s o he bachelo 's deg ee 1, has a oused ou in e es in
his esea ch.
Se e al s udies ha e al eady been unde aken on academic pe o mance and he ac o s likely
o in luence i . P. Saeed (2010 : 6) conduc ed,
Resea ch on he quali y o lea ning and he academic pe o mance o s uden s. F om he
esul s, i appea s ha he s uden 's pe cep ion o he uni e si y en i onmen in luences
he meaning gi en o his ac o lea ning. When he uni e si y en i onmen is pe cei ed
as in e es ing, s imula ing and ele an , he s uden is mo e mobilized o be e
lea ning, a iche mo e open educa ional ela ionship and a mo e impo an in ellec ual
complici y wi h he eache . So i is he quali y o he ools and me hods used in he
wo k en i onmen , which a ouse in s uden s he desi e o lea n. Academic pe o mance
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is hen a unc ion o he pe cep ion ha s uden s ha e o hei wo k en i onmen and he
oppo uni ies o e ed by his en i onmen .
Howe e , while beingin a ich en i onmen , s uden s o be success ul mus become awa e o
hei lea ning and engage in achie ing he se objec i es. G.Benoi -Chabo and P. L. Denis
(2018: 129), indica e as a esul ha :
The only p e e ence o ac i e expe imen a ion mode a es he ela ionship be ween he
conscien iousness ac o and academic pe o mance. Fo hem, conscien ious s uden s
ob ain he bes esul s on he inal exam when hey ha e a p e e ence o lea ning
h ough ac i e expe imen a ion. Then, he in eg a ion o pedagogical me hods ha can
p omo e lea ning h ough ac i e expe imen a ion (p ac ical wo k, in e nships,
s imula ion wo k and expe imen a ion wo k) is a con ibu ion o imp o ing academic
pe o mance among hese s uden s.
All hese s udies ha e explo ed he academic pe o mance o i s -yea uni e si y s uden s and
he ac o s likely o in luence i . Howe e , none o hem men ioned he e ec o
me acogni ion and sel - egula ed lea ning on his pe o mance.
Howe e , s uden s eally unde s and and ake owne ship o he con en o lea ning, when hey
use hei me acogni i e skills o success ully comple e lea ning asks. Acco ding o R. C.
Pian a e al (2008: 6), « he de elopmen o me acogni i e skills and unde s anding o one's
own hough p ocesses play a c ucial ole in he child's p og ess ». Thus, hese elemen s a e
pu in place a he le el o he lea ne s, h ough an in e nal o ganiza ion and a well-de ined
s uc u ing o he asks o be pe o med. S uden s mobilize p oblem-sol ing s a egies based
on he knowledge hey ha e and he me hods hey use o ob ain sa is ac o y esul s. In his
way, hey engage in he pu sui and achie emen o se pe o mance goals. This app oach
in ol es sel - egula ed lea ning. B. J. Zimme man and D. H. Schunk (2011: 1) de ine sel -
egula ed lea ning as « p ocesses h ough which lea ne s ac i a e and sus ain hei cogni ions,
emo ions, and beha io s ha a e sys ema ically di ec ed owa d he achie emen o a pe sonal
goal ». The e o e, i is no only abou using me acogni i e skills, bu he s uden mus be able
o egula e hem and di ec hem wi h mo i a ion owa ds he achie emen o an expec ed
pe o mance goal. Me acogni i e skills and sel - egula ed lea ning he e o e appea as
a iables ha can in luence he academic pe o mance o i s -yea uni e si y s uden s. Thus,
he conce n ha legi imizes his s udy is o know how he in ol emen o me a-cogni i e skills
and he applica ion o sel - egula ed lea ning in he lea ning p ocess, can in luence his
academic pe o mance? The gene al objec i e o his s udy he e o e aims o unde s and he
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in luence o me acogni i e skills and o sel - egula ed lea ning on academic pe o mance
among i s -yea unde g adua e s uden s. In o de o achie e his objec i e, we pu o wa d
he ollowing hypo heses:
H1: i s -yea unde g adua e s uden s who in ol e me acogni i e skills in hei lea ning
p ocess ha e a highe academic pe o mance han hei pee s who do no in ol e
me acogni i e skills in hei lea ning p ocess.
H2: Fi s -yea unde g adua e s uden s who apply sel - egula ed lea ning in hei lea ning
p ocess ha e a highe academic pe o mance han hei pee s who do no apply sel - egula ed
lea ning in hei lea ning p ocess.
To es ablish he e aci y o ou hypo heses, ou s udy will be based on he esea ch
me hodology, he esul s and hei discussion.
2 Resea ch me hodology
The me hodology sec ion allows us o desc ibe and analyze ou di e en a iables, o indica e
he sampling echnique used o he selec ion o he sample, he da a collec ion ools and he
s a is ical p ocessing o hese da a.
2.1 Desc ip ion and analysis o a iables
The i s independen a iable is me acogni i e abili y. Acco ding o L. La o une e al (2000:
12-13):
a me acogni i e skill is he abili y o mobilize one's knowledge and know-how, wi h he
explici in en ion o planning he execu ion o a ask, in o de o be e supe ise,
e alua e i , and make a c i ical judgmen on he e ec i eness o one's app oach wi h
ega d o he s a egies pu in place and he goal pu sued. This judgmen no only
en iches one's me acogni i e knowledge, bu also de elops a conscious knowledge ha
can be deployed in inc easingly complex si ua ions. The main mani es a ions o a
me acogni i e skill a e he con ol and egula ion o he lea ning p ocess because hey
a e he esul o a cons an and conscious e alua ion and hus p omo e euse.
This makes i possible o pu in place adap ed me acogni i e s a egies, o be mo e e ec i e
du ing lea ning. In his wo k, we de ine me acogni i e skills as he ac ions and s a egies
de eloped by s uden s o p ecisely selec , use, con ol and egula e in o ma ion adap ed o a
p oblem si ua ion o be esol ed. I is a quali a i e a iable. These modali ies a e he s uden s
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who in ol e me acogni i e skills in hei lea ning p ocess. These deploy a se o s a egies o
e ec i ely in eg a e, unde s and, egula e and es o e hei di e en lea ning. On he o he
hand, s uden s who do no in ol e me acogni i e skills in hei lea ning p ocess s ick o no e-
aking, o e lea ning and he accumula ion o knowledge.
The second independen a iable is sel - egula ed lea ning. Fo D. H. Schunk and P. A.
E me (2012: 644), « sel - egula ed lea ning e e s o all he p ocesses by which subjec s
ac i a e and main ain cogni ions, a ec s and beha io s sys ema ically o ien ed owa ds
achie ing he goal ». B. J. Zimme man (1989: 329) speci ies ha « lea ne s a e sel - egula ed
when hey ac i ely pa icipa e in hei own lea ning p ocess om a me acogni i e,
mo i a ional and beha io al poin o iew ». Sel - egula ed lea ning he e o e e e s in his
a icle o he abili y o pu in place me acogni i e s a egies, while ha ing he mo i a ion o
egula e hem and di ec hem owa ds he achie emen o a ixed pe o mance objec i e. This
a iable is quali a i e. These modali ies a e s uden s who apply sel - egula ed lea ning in hei
lea ning p ocess. The la e use me acogni i e s a egies, depending on he lea ning asks o be
ca ied ou , engage wi h mo i a ion in he p oduc ion o sel - egula ed in ellec ual wo k,
while aking in o accoun he managemen o ime and ma e ials. S uden s who do no apply
sel - egula ed lea ning in hei lea ning p ocess limi hemsel es o e u ning he knowledge
lea ned by hea and no longe ha e esou ces when hey o ge pa o hei knowledge.
The dependen a iable is academic pe o mance. Re e ing o M. A. Denige (2004: 3),
« academic pe o mance co esponds o he le el o mas e y o knowledge speci ic o each
s age o he school ca ee o he lea ne . I is c owned by ob aining a diploma o in eg a ion
in o he job ma ke ». I is a quan i a i e a iable. I is measu ed om he a e age ob ained
by s uden s in he i s session.
2.2 Sampling me hod
In ou esea ch, we need license 1 s uden s om he Félix Houphouë Boigny Uni e si y o
Abidjan, who ollow he same eaching p og ams and who ha e he same e alua ions. So, o
cons i u e a sample adap ed o ou s udy, we will use he clus e sampling me hod. Acco ding
o S. Bea ogui (2012: 9),
This me hod in ol es di iding he popula ion in o g oups o clus e s. Then, one o mo e
clus e s a e andomly selec ed o ep esen he o al popula ion. The sample hen
consis s o he uni s wi hin he clus e o clus e s selec ed. The pu pose o his ype o
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sampling is o educe cos s by c ea ing pocke s o indi iduals ins ead o ex ending he
sample o e he en i e e i o y.
Ou sample he e o e consis s o 140 i s -yea unde g adua e s uden s om he Psychology
Depa men o Félix Houphouë Boigny Uni e si y o he yea 2024-2025.
2.3 Da a collec ion ools
Ou da a collec ion ins umen s a e ques ionnai es. The measu emen o me acogni i e skills
in he lea ning p ocess will be ca ied ou wi h he Me acogni i e Awa eness In en o y (MAI)
by G. P. Sch aw and R. S. Dennison (1994: 472-475),
This ques ionnai e is composed o wo main pa s. Each o he dimensions included in
he wo pa s con ains i ems. The i s ocuses on knowledge abou cogni ion and
includes h ee dimensions. We ha e decla a i e knowledge (8 i ems), p ocedu al
knowledge (4 i ems) and condi ional knowledge (5 i ems). The second pa ocuses on
he egula ion o cogni ion and has i e dimensions. These a e planning (7 i ems),
in o ma ion managemen s a egies (10 i ems), moni o ing comp ehension (7 i ems),
debugging s a egies o co ec e o s (5 i ems) and e alua ion (6 i ems). The i s pa
consis s o 17 i ems and he second pa o 35 i ems, wi h he possibili y o answe ing,
ue o alse and o each answe , sco es o 1 o ue and 0 o alse a e assigned.
The ques ionnai e o be sen o s uden s does no con ain he dimensions and pa s men ioned.
I is only composed o i ems which a e a ound 52 in numbe .
To measu e he implemen a ion o sel - egula ed lea ning in he lea ning p ocess o i s -yea
s uden s, we will use he F ench ansla ion o he ques ionnai e by L. Ba na d e al (2009: 3-
6), he Online Sel -Regula ed Lea ning Ques ionnai e (OSLQ).
This ques ionnai e was de eloped by hese au ho s o measu e he sel - egula ion o
s uden lea ning du ing online cou ses. I is composed o 6 sub-scales, namely goal
se ing (5 i ems), en i onmen s uc u ing (4 i ems), ask s a egies (4 i ems), ime
managemen (3 i ems), help-seeking (4 i ems) and sel -assessmen (4 i ems). This gi es
a o al o 24 i ems. The possible answe s and he sco es assigned ange om s ongly
ag ee (5) o s ongly disag ee (1).
We ha e adap ed his ool o ou s udy, o measu e he sel - egula ion o lea ning du ing ace-
o- ace cou ses. Fo his pu pose, some i ems ha e been modi ied. Then, we ca ied ou a p e-
su ey on a sample o 20 pa icipan s. Wi h he da a collec ed, we ca ied ou he es s o he
no mal law, ac o analysis and C onbach's alpha in he Spss so wa e, o e i y he eliabili y
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o ou ool. The esul s o he law no mal allowed us o emo e i ems 1, 5, 11 and 20. The
ac o analysis allowed us o e ain 3 dimensions which ake in o accoun 11 i ems, namely
i ems 3,6,9,10,13,14,16,18,19,21 and 23. These a e numbe ed om 1 o 11 in he new scale.
The C onbach's alpha ob ained is equal o .870. The new ins umen is eliable and includes
11 i ems. The heade o hese a ious ques ionnai es adminis e ed o s uden s is ma ked wi h
he s uden 's name and i s names, as well as ins uc ions inhe en o he comple ion.
2.4 Adminis a ion o da a collec ion ma e ial
The ques ionnai es we e comple ed in he u o ial oom. We ecei ed he s uden s in g oups o
35 and ga e hem he ques ionnai es which hey comple ed, indica ing hei names and i s
names. The ins uc ions gi en o each ques ionnai e a e o ick he box o he i ems ha bes
co espond o hei choice o answe . We also explained o he s uden s ha we need
in o ma ion on hei di e en wo king me hods and ha he answe s a e indi idual and
pe sonal. We also gua an eed he anonymi y o hei answe s. Each o he g oups p oceeded
o comple e he i s ques ionnai e, hen he second. A he end o he exe cise, we made su e
ha he ques ionnai es we e illed ou p ope ly and collec ed hem. The di e en g oup
sessions las ed 7 o 10 minu es o comple ing he wo ques ionnai es.
2.5 Da a analysis
The pu pose o using hese ques ionnai es is o ha e compa able g oups wi hin ou sample.
Thus, he analysis was done by comple ed ques ionnai e. Fo each subjec , he sco es we e
added up o ind he o al ob ained. Rega ding he ques ionnai e measu ing me acogni i e
abili ies, when i s -yea unde g adua e s uden s ha e a sco e lowe han 26, hey do no
in ol e me acogni i e abili ies in hei lea ning p ocess. Howe e , when hey ha e a sco e
g ea e han o equal o 26, hey in ol e me acogni i e abili ies in hei lea ning p ocess. As
o he ques ionnai e on sel - egula ed lea ning, i s -yea unde g adua e s uden s who ob ain
a sco e lowe han 28 do no apply sel - egula ed lea ning in hei lea ning p ocess. On he
o he hand, hose who ha e a sco e g ea e han o equal o 28 apply sel - egula ed lea ning in
hei lea ning p ocess. The e o e, a e he da a analysis and based on he sco es ob ained by
he s uden s, ou sample is composed o 78 s uden s who in ol e me acogni i e abili ies in
hei lea ning p ocess and 62 s uden s who do no in ol e me acogni i e abili ies in hei
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lea ning p ocess; 75 s uden s who apply sel - egula ed lea ning in hei lea ning p ocess and
65 s uden s who do no apply sel - egula ed lea ning in hei lea ning p ocess.
2.6 S a is ical da a p ocessing
The s a is ical da a p ocessing consis s o compa ing he a e ages o academic pe o mance
ob ained by hese i s -yea unde g adua e s uden s in he i s exam session be ween hese
di e en g oups. This compa ison is pe o med using S uden 's - es o independen samples
in he Spss so wa e. The esul s will allow us o ei he con i m o disp o e ou hypo heses.
3 S udy esul s
3.1 Resul o hypo hesis 1
Table I: Resul s o he compa ison o academic pe o mance a e ages be ween i s -yea
unde g adua e s uden s who in ol e me acogni i e skills in hei lea ning p ocess and
i s -yea unde g adua e s uden s who do no in ol e me acogni i e skills in hei
lea ning p ocess
G oup S a is ics
Me acogni i e skills
N
Mean
S anda d
de ia ion
S uden '
s - es
D
Academic pe o mance
Fi s -yea
unde g adua e s uden s
who in ol e
me acogni i e skills in
hei lea ning p ocess
78
14,4147
,58559
13,657
138
Fi s -yea
unde g adua e s uden s
who do no in ol e
me acogni i e skills in
hei lea ning p ocess
62
12,9524
,68055
Sou ce : Resul s ob ained om SPSS so wa e
In his able, he a e age academic pe o mance o i s -yea unde g adua e s uden s who
in ol e me acogni i e skills in hei lea ning p ocess is 14.415. This is signi ican ly highe
han he a e age academic pe o mance o i s -yea unde g adua e s uden s who do no
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[14] Saeed, Pai andi. (2010). La quali é de l’app en issage e la pe o mance uni e si ai e
des é udian s. Ac es du cong ès de l’Ac uali é de la Reche che en Educa ion e en
Fo ma ion (AREF), Uni e si é de Génè e, sep emb e 2010, 7 p.
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