Abstract

This study investigates the relationships between academic achievement and metacognitive development over three years of undergraduate study at City University of Hong Kong. Using the Learning and Study Strategies Inventory (LASSI) as a longitudinal measure of metacognition, the authors sampled undergraduates (N=300) and identified significant differences in metacognitive ability between three groups categorised according to Cumulative Grade Point Average (CGPA). In contrast to previous studies which suggest a relatively simple relationship between CGPA and metacognitive development, the authors identify significant divergent trends, and consider the complex links between metacognitive development, CGPA and self-efficacy. They conclude that independent use of metacognitive strategies is a by-product of coping with everyday new social contexts and cultures, and failure to cope inevitably leads to detriments in terms of self-efficacy which are likely to be long-lasting and have substantial negative effects on future life-long learning.