Gendered Dimensions of Metacognitive Writing Strategies and English Writing Self-Efficacy among Female Health Sciences Undergraduates in the Davao Region

Abstract

This study investigated the relationship between metacognitive writing strategies and English writing self-efficacy among female health sciences undergraduate students in the Davao Region, Philippines. Anchored in Flavell’s (1979) Theory of Metacognition (metacognitive knowledge and metacognitive strategies) and Bandura’s Social Cognitive Theory (personal and behavioural factors), a quantitative descriptive-correlational design was implemented across three higher education institutions. A sample of 300 bona fide female health sciences undergraduates, drawn from a population of 1,200, selected via proportionate stratified random sampling, completed validated, standardized survey questionnaires. Descriptive statistics and Pearson product-moment correlation analysis were conducted to evaluate variable levels and test for significant associations. Results indicated that students exhibited moderate overall levels of metacognitive writing strategies and moderate English writing self-efficacy. Furthermore, a strong, statistically significant positive correlation was observed between metacognitive writing strategies and English writing self-efficacy. These findings highlight that higher engagement in self-regulatory cognitive strategies is closely linked to stronger writing efficacy beliefs. The paper concludes with pedagogical implications for embedding explicit metacognitive instruction within L2 health-discipline writing curricula.

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