Examining cognitive and metacognitive predictors of self-efficacy and motivation of undergraduate students at a research-intensive university in the UAE

Authors

  • Sami B Mejri Khalifa University of Science and Technology https://orcid.org/0000-0002-6184-6208
  • Abdussabur Muhammad Khalifa University of Science and Technology
  • Hala Alabdulrazzaq Khalifa University of Science and Technology

DOI:

https://doi.org/10.32674/a0jwtt34

Keywords:

Self-efficacy; motivation; cognitive strategies; academic development; research university; higher education; academic success.

Abstract

The Motivated Strategies for Learning Questionnaire (MSLQ) was used. This study examined the relationships among the cognitive, metacognitive, and affective domains, their predictive value for self-efficacy, and their impact on academic motivation and performance among 363 students at Khalifa University. The results revealed a strong positive correlation between self-efficacy and motivation (r (361) = .893, p < .001) and a moderate positive correlation between cognitive strategy use and motivation (r (361) = .515, p < .001), highlighting the importance of cognitive engagement and self-belief in academic success. Regression analyses revealed that affective strategies, such as emotional regulation and anxiety management, had a small but significant effect on self-efficacy, F (1, 361) = 3.97, p = .047). Demographic variables, including GPA and academic standing, accounted for approximately 10% of the variance in self-efficacy, with GPA as the strongest predictor. 

Author Biographies

  • Sami B Mejri, Khalifa University of Science and Technology

    Sam B. Mejri, Ph.D. is an international higher education leader with over 15 years of experience in teaching, learning, and digital education. He has overseen and chaired online programs in the U.S., led global and continuing education initiatives at Yale School of Medicine, and currently serves as Manager of Pedagogical Enhancement at Khalifa University. Dr. Mejri specializes in faculty development, online program design, and strategic integration of educational technologies. A published scholar on AI, pedagogy, and global learning, his work includes peer-reviewed articles and a book chapter on generative AI. His career reflects a commitment to innovation, inclusivity, and academic excellence.

  • Abdussabur Muhammad, Khalifa University of Science and Technology

    Abdus Sabur Muhammad, ABD, is the manager of the Student Success Department at Khalifa University. He is an experienced student affairs practitioner with 20 years of expertise in student affairs. He is passionate about meeting individuals at their respective developmental levels and providing tools to make that next step forward. His research focuses on student development and academic success.

  • Hala Alabdulrazzaq, Khalifa University of Science and Technology

    Hala Al-Abdulrazzaq, MA, is a higher-education leader with extensive experience in student affairs, academic advising, and holistic student development. She currently serves as Advisor to the Office of the President – Student Affairs at Khalifa University, where she supports strategic initiatives that enhance student engagement and success. Previously, she held senior roles at the American University of Kuwait, including Dean of Student Affairs. Hala holds a B.A. in Psychology from The George Washington University and an M.A. in Educational Leadership at the University of Central Florida.

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Published

2026-01-15

Issue

Vol. 16 No. 1 (2026): Journal of International Students

Section

Research Articles (English, regular edition)

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How to Cite

Mejri, S. B., Muhammad, A. ., & Alabdulrazzaq, H. (2026). Examining cognitive and metacognitive predictors of self-efficacy and motivation of undergraduate students at a research-intensive university in the UAE. Journal of International Students, 16(1), 23-44. https://doi.org/10.32674/a0jwtt34