Examining The Interplay Of Metacognition, Self-efficacy, Reading Comprehension, And Divergent Thinking In Influencing Students' Problem-solving Performance - Info and Reading Options

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Problem-solving is one of the core components of 21st-century skills and an essential skill for living in a dynamic contemporary society. It is a complex process guided by specific goals that requires mental representation of the problem situations (Jonassen, 1997, 2000). Solving a problem involves a series of processes, beginning with defining the problems through information gathering and processing. It allows new concepts to emerge and provide a basis for idea generation (Mumford, 1991). The formulation of a solution is believed to require creative thought involving a series of interactive processes. Individuals who have high creativity are expected to produce more original and diverse solutions (Puccio et al., 2020). Once the solutions are generated, the next steps involve implementing these ideas and subsequently monitoring and evaluating the implementation process (Mumford et al., 2019). In higher education, acquiring problem-solving skills is essential for students to help them adapt in their community and workplace (Hiremath, 2015). As the degree of available information and access to data is increasing, the ability to interpret information, communicate ideas, and solve problems becomes essential in today’s communities (Danaher & Schoepp, 2020). However, fostering students’ problem solving is a challenge that requires the identification of various (meta)cognitive, motivational, personal, and social factors (Aşık & Erktin, 2019; Luo et al., 2019; Tasgin & Dilek, 2023; Van Hooijdonk et al., 2023). Recent studies have revealed a connection between metacognition and problem-solving (Kim et al., 2013; Liu & Liu, 2020; Urban & Urban, 2023, 2024). Metacognition can be understood as knowledge and regulation of cognition (Schraw & Moshman, 1995). It is composed of metacognitive knowledge and metacognitive skills (i.e., planning, monitoring, regulation and evaluation; Ekflides, 2006). Metacognitive knowledge helps problem solvers to identify and represent given problems, while metacognitive skills benefit problem solvers in identifying the nature of these problems, selecting appropriate plans, overcoming obstacles, monitoring their progress, and evaluating solutions (Davidson & Sternberg, 1998). Importantly, the influence of metacognition on problem-solving can manifest directly or indirectly. This dual impact is tied to its associations with other factors, such as cognitive processes, that also contribute to supporting effective problem-solving. Metacognitive judgments and predictive cues of individual performance are connected to domain knowledge (Griffin et al., 2009), which serves as a prominent predictor of problem solving (Shin et al., 2003). Solving problems (ill-structured and well-structured) requires domain knowledge organized around learning experiences. A deeper understanding of the content is required, i.e., information from the text must be elaborated and incorporated into previous knowledge to generate mental representation of the problems and estimated solution (Whitten & Graeser, 2003). Additionally, self-efficacy, defined as the belief of one’s ability to perform a task within a specific domain (Bandura, 1997) serves as a motivational factor connected to problem-solving performance (Artistico, et al. 2003). Self-efficacy is shown to be correlated to background knowledge (Pajares, 2003; Pajares & Miller, 1994) and metacognitive awareness (Schunk & Ertmer, 2000). Thus, in connection to problem solving, the role of self efficacy may vary. Solheim (2011) found that individuals with higher reading self-efficacy perform well in reading comprehension tasks, as reading comprehension activates the mental process for problem representation (Marmolejo-Ramos & Cevasco, 2013). Moreover, creative self-efficacy showed positive influence in divergent thinking (originality and fluency) (Puente-Díaz & Cavazos-Arroyo, 2017). Meanwhile, divergent thinking is associated with the stage of problem discovery (Runko & Okuda, 1988; Wigert et al., 2022) and idea generation (Runko, 2010; Vincent et al., 2010) during problem solving. The process of problem-solving is likely to be influenced by coordinated interactions among metacognition, self-efficacy, divergent thinking, and text comprehension. However, existing research has predominantly treated these variables as isolated predictors of problem-solving performance (He & Wong, 2010; Shin, 2003; Vincent et al., 2010), neglecting a thorough examination of their interplay in the problem-solving process. Therefore, the present study aims to investigate the relations between metacognition, self-efficacy, divergent thinking, and reading comprehension to elucidate problem-solving performance in university students. The primary goal is to discern the influence of metacognition, self-efficacy, and divergent thinking along with exploring the potential mediating role of reading comprehension in ill-defined problem-solving performance.

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