Self-Regulation, Grit and Metacognitive Skills as Predictors of Science Performance among Junior High School Students

Abstract

Science achievement is influenced by both cognitive and non-cognitive factors that shape how students learn, persist, and solve problems. Among these factors, self-regulation, grit, and metacognitive skills have been identified as important predictors of academic success. However, limited research has examined their combined relationship with science performance among junior high school students in the Philippine context. This study looked at the connections between science achievement, grit, self-control, and metacognitive abilities among junior high school students in Mati City's Schools Division during the 2025–2026 academic year. The study used a quantitative, non-experimental descriptive-correlational research design. Simple random selection was used to choose 323 students in total. The respondents' scientific grades and modified, validated questionnaires were used to gather data. The results showed that responders had high levels of self-regulation, grit, and metacognitive skills. However, their scientific achievement was frequently rated as approaching proficiency. Correlation research revealed statistically significant positive connections between self-regulation, grit, and metacognitive skills, as well as science performance. Among the characteristics studied, metacognitive skills had the strongest correlation with science ability. The findings emphasize the importance of both cognitive and noncognitive elements in improving students' scientific achievement. Improving students' self-regulation, perseverance, and metacognitive skills may lead to better academic achievement in science. The study's findings may help educators, school administrators, and policymakers develop interventions and educational programs that support holistic student development and improve science learning outcomes.