Moderating effect of cognitive ability on the nexus between self-regulated learning and problem-solving ability among university students

Abstract

ABSTRACT

Student learning requires greater self-regulated learning to enhance problem-solving abilities, especially in mathematics. Thus, this study aimed to assess the moderating effect of cognitive ability (CA) in the nexus between self-regulated learning (SLR) and problem-solving ability (PSA) among university students. This study adopted a descriptive correlation design with a quantitative approach. The data was were gathered through a structured questionnaire, which was developed on a 5-point Likert scale, ranging from 1 (strongly disagree) to 5 (strongly agree). This study samples 354 university students from a total population of 4,500. Structural Equation Modeling (SEM) was used to analyze the data gathered, which was analyzed using Amos (v. 23) software. The study revealed that self-regulated learning had a direct positive effect on the problem-solving ability of university students. Moreover, cognitive ability had a direct positive effect on problem-solving ability. Finally, the influence of self-regulated learning (SLR) on problem-solving ability (PSA) was positively moderated by cognitive ability (CA). Despite the increasing number of empirical studies on self-regulated learning, very few studies have focused on the potential variables that could affect the problem-solving ability of university students through self-regulated learning. This study not only examines the effect of self-regulated learning on problem-solving ability but also notes that cognitive ability moderates the nexus of self-regulated learning and problem-solving ability.