Empirical Analysis of Teacher Behaviors Impact on Students’ Metacognitive Strategy Selection in Higher Education

Abstract

This study conducts an empirical evaluation of how teacher behaviors impact on students’ metacognitive strategy selection in higher education. It defines metacognitive strategies and investigates the impact of different teaching behaviors on their application by students. Utilizing quantitative and qualitative methods, such as surveys and interviews, the research identifies a notable correlation between teacher practices and student use of metacognitive strategies. The findings provide key insights into pedagogical processes and suggest actionable strategies for educational practice and policy development.