Abstract

This study investigated the effects of an instructional intervention integrating metacognitive strategies and Social Cognitive Learning Theory on vocational students’ self-regulated learning and academic performance. A quasi-experimental design was applied with 50 first-year students divided into experimental and control groups. Over 20 sessions, the experimental group received training focused on planning, monitoring, reflection, modeling, and feedback. Results from t-tests showed significant improvements in both self-regulation and achievement for the experimental group (p < .001). The findings highlight the value of combining cognitive and social mechanisms to enhance learning outcomes in vocational education.

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