Being learners with mental resilience as outcomes of metacognitive strategies in an academic context

Figures & data

Figure 1. Research Model.

Table 1. Item loading, CR, AVE, and VIF values for measurement model

Construct	Item	Loading	AVE	CR	VIF
Metacognitive Strategies	I analyse an academic task once before attempting it (E.g. understand the expected outcome, task objectives, etc).	0.863	0.750	0.857	1.334
	I set some standards for myself when accomplishing an academic task.	0.870			1.334
	When doing an academic task, I question myself to help me understand the task better.	0.920	0.658	0.790	1.135
	When doing an academic task, I check my progress with my instructor to ensure I am on the right track.	0.685			1.135
	If I get confused during an academic task, I use other approaches to learn (E.g. Youtube, Google, peer help, etc).	0.782	0.676	0.807	1.145
	I check over my academic task to make sure I did everything that was required before making the final submission.	0.861			1.145
Digital Literacy	I know most of the features of my digital device (E.g camera, settings, etc.)	0.808	0.699	0.903	2.000
	I know how to use my digital devices for everyday tasks (E.g. Emails, installation of apps, social media, etc).	0.863			2.398
	I communicate information or ideas effectively to friends using a variety of online tools.	0.869			2.302
	I collaborate online with friends to exchange ideas or generate meaning to complete a task.	0.801			1.836
	I search for information from a variety of online sources.	0.784	0.523	0.864	2.092
	I know how to select useful information to complete an academic task.	0.809			2.199
	I can interpret online information that is text-based and non-text-based (E. images, videos, maps, etc).	0.793			1.834
	I go online to clarify facts before I complete an academic task.	0.770			1.771
	I can critically judge the suitability of online information before copying/retrieving any data.	0.698			1.577
	I use an online platform (E.g blog, social media) to suggest new ideas for discussion to complete an academic task.	0.402			1.205
	I use the Internet responsibly for communicating, socialising and learning.	0.716	0.522	0.845	1.509
	I respect other cultures when I am communicating online.	0.743			1.573
	I reveal little of my personal information online to safeguard myself.	0.647			1.336
	I understand the potential risks that exist when I am online.	0.790			1.880
	I understand copyright rules when I copy or reproduce content from online sources.	0.709			1.450
Learning Performance	I can apply the content learned in the academic task for other courses/related tasks.	0.730	0.556	0.882	1.564
	I can intelligently critic the academic task I completed.	0.706			1.518
	I become more independent after completing an academic task.	0.771			1.914
	I become a better thinker after completing an academic task.	0.770			1.901
	I can use my hands-on skills during the accomplishment of an academic task for other related tasks.	0.742			1.794
	I can demonstrate to others the hands-on skills learned from an academic task.	0.750			1.818
	I acquire useful knowledge through interacting with other learners when accomplishing an academic task.	0.708	0.579	0.873	1.622
	I acquire useful knowledge by interacting with my instructor when accomplishing an academic task.	0.767			1.771
	I engage with Web 2.0 tools to enhance my skills.	0.787			1.721
	I am fully engaged when I am given an academic task.	0.785			1.812
	I am interested to complete an academic task as I enjoy learning.	0.755			1.683
	I am satisfied with the academic tasks I am given by my instructor.	0.811	0.654	0.883	1.731
	Accomplishing academic tasks help me improve my subject matter better.	0.772			1.732
	I acquired more knowledge from accomplishing academic tasks.	0.847			2.161
	I would gladly take up another academic task.	0.803			1.844

Table 2. HTMT ratios

	Digital Literacy	Metacognitive Strategies	Learning Performance
Digital Literacy
Metacognitive Strategies	0.588
Learning Performance	0.582	0.542

Table 3. Hypotheses testing

Hypothesis		Std Beta	Std Error	t-value	p-value	Decision
H1	Metacognitive Strategies -> Digital Literacy	0.554	0.029	19.792**	0.000	Supported
H2	Digital Literacy -> Learning Performance	0.520	0.034	13.376**	0.000	Supported
H3	Metacognitive Strategies -> Learning Performance	0.029	0.044	0.664	0.251	Not Supported

Note: ** represent significance at 95%, p<0.05, one-tail

Table 4. R – Squared (R²) criterion

Construct	R Squared
Digital Literacy (DL)	0.318
Learning Performance (LP)	0.270

Table 5. Hypotheses testing on mediation

				Confidence Interval (BC)
				LL	UL
	Std Beta,	Std Error	t- value	2.50%	97.50%	Decision
H4: MS->DL -> LP	0.116	0.028	4.178**	0.071	0.172	Supported

**p<0.05, t-value>1.96, BC=Bias Corrected, UL=Upper Level, LL=Lower LevelMS=Metacognitive Strategies, DL=Digital Literacy, LP= Learning Performance

Table

Construct	Items (Questionnaire)	Sources
Metacognitive Strategies	I analyse an academic task once before attempting it (E.g. understand the expected outcome, task objectives, etc).	Pintrich et al. (1993); Barnard et al. (2009)
	I set some standards for myself when accomplishing an academic task.
	When doing an academic task, I question myself to help me understand the task better.
	When doing an academic task, I check my progress with my instructor to ensure I am on the right track.
	If I get confused during an academic task, I use other approaches to learn (E.g. Youtube, Google, peer help, etc).
	I check over my academic task to make sure I did everything that was required before making the final submission.
Digital Literacy	I know most of the features of my digital device (E.g camera, settings, etc.)	Van Laer and Elen (2017); Ng (2012)
	I know how to use my digital devices for everyday tasks (E.g. Emails, installation of apps, social media, etc).
	I communicate information or ideas effectively to friends using a variety of online tools.
	I collaborate online with friends to exchange ideas or generate meaning to complete a task.
	I search for information from a variety of online sources.
	I know how to select useful information to complete an academic task.
	I can interpret online information that is text-based and non-text-based (E. images, videos, maps, etc).
	I go online to clarify facts before I complete an academic task.
	I can critically judge the suitability of online information before copying/retrieving any data.
	I use an online platform (E.g blog, social media) to suggest new ideas for discussion to complete an academic task.
	I use the Internet responsibly for communicating, socialising and learning.
	I respect other cultures when I am communicating online.
	I reveal little of my personal information online to safeguard myself.
	I understand the potential risks that exist when I am online.
	I understand copyright rules when I copy or reproduce content from online sources.
Construct	Items (Questionnaire)	Sources
Learning Performance	I can apply the content learned in the academic task for other courses/related tasks.	Rovai et al. (2009) Eom et al. (2006); Trowler (2010); Yang et al. (2016) Sun et al. (2008); Wu et al. (2010);
	I can intelligently critic the academic task I completed.
	I become more independent after completing an academic task.
	I become a better thinker after completing an academic task.
	I can use my hands-on skills during the accomplishment of an academic task for other related tasks.
	I can demonstrate to others the hands-on skills learned from an academic task.
	I acquire useful knowledge through interacting with other learners when accomplishing an academic task.
	I acquire useful knowledge by interacting with my instructor when accomplishing an academic task.
	I engage with Web 2.0 tools to enhance my skills.
	I am fully engaged when I am given an academic task.
	I am interested to complete an academic task as I enjoy learning.
	I am satisfied with the academic tasks I am given by my instructor.
	Accomplishing academic tasks help me improve my subject matter better.
	I acquired more knowledge from accomplishing academic tasks.
	I would gladly take up another academic task.

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Data availability statement

The datasets generated during and/or analysed during the current study are available from the corresponding author on reasonable request http://dx.doi.org/10.1080/2331186X.2023.2219497.