





































Education, Language and Sociology Research 

ISSN 2690-3644 (Print) ISSN 2690-3652 (Online) 

Vol. 4, No. 5, 2023 

www.scholink.org/ojs/index.php/elsr 

77 
 

Original Paper 

Empirical Analysis of Teacher Behaviors Impact on Students’ 

Metacognitive Strategy Selection in Higher Education 

Zipeng Zhou1* 

1 Qingdao Institute of Technology, Qingdao, China 

* Zipeng Zhou, E-mail: zhouzipeng@qit.edu.cn 

 

Received: November 6, 2023  Accepted: November 22, 2023   Online Published: December 14, 2023 

doi:10.22158/elsr.v4n5p77         URL: http://dx.doi.org/10.22158/elsr.v4n5p77 

 

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. 

Keywords 

higher education, teacher behavior, metacognitive strategies, empirical analysis 

 

1. Introduction 

In higher education, educators’ behavior significantly influences students’ learning pathways, affecting 

both knowledge transmission and the shaping of cognitive and strategic approaches in learning 

environments. This impact is notably evident in the development of metacognitive strategies, essential 

for students’ academic success and largely shaped by teacher conduct. 

Educational psychology advancements have led to a heightened focus on the link between educator 

behaviors and student outcomes, particularly in the context of metacognitive strategy selection. 

Metacognitive strategies, vital for planning, monitoring, and evaluating learning, are crucial for students 

managing their education independently, a key distinction from compulsory education. 

Metacognitive knowledge involves understanding cognitive processes, strategies, and self-assessment 

capabilities, while metacognitive skills entail the ability to monitor, regulate, and adjust cognitive 

activities during learning, including goal-setting, strategy planning, and post-learning reflection. 



www.scholink.org/ojs/index.php/elsr              Education, Language and Sociology Research              Vol. 4, No. 5, 2023 

78 
Published by SCHOLINK INC. 

The evolving higher education landscape, enriched by diverse pedagogical methods and technological 

integration, necessitates examining the influence of educator behavior on student learning strategies. This 

study seeks to investigate this relationship in higher education, aiming to categorize educator behavior 

patterns, assess their impact on students’ metacognitive strategy choices, explore student responses to 

these behaviors, and ultimately propose recommendations for enhancing teaching practices and policy 

development to support metacognitive skill advancement. 

 

2. Methodology 

2.1 Research Design 

This study employs a mixed-methods approach, integrating both quantitative and qualitative research 

methodologies, to thoroughly examine the relationship between teacher behavior and student selection 

of metacognitive strategies in higher education. The investigation commences with a questionnaire-based 

data collection to quantify the correlation between teacher behaviors and students’ choice of 

metacognitive strategies. This is followed by in-depth interviews and case studies to provide a deeper 

interpretive layer to the survey findings. 

2.2 Data Collection 

2.2.1 Questionnaire Development 

The survey questionnaire is designed based on theories related to metacognitive strategies. It includes 

queries about teachers’ teaching styles, interaction methods, feedback, and assessment, aiming to infer 

potential issues in teacher practices and to determine their impact. The drafted questions include: 

A. For students: 

S1. I am adept at creating specific learning plans. 

S2. I understand the overall course outline and plan. 

S3. I am aware of my learning level. 

S4. I preview the material before class. 

S5. I conduct self-assessment after class. 

S6. I am skilled at analyzing problems and assessing tests. 

S7. I can compensate for issues independently. 

B. For teachers: 

T1. I inform students of the specific learning plan for the semester. 

T2. I explain the course outline and plan at the beginning of the term. 

T3. I tailor teaching according to students’ learning levels. 

T4. I check and provide feedback on students’ preparatory work. 

T5. I assign homework after classes. 

T6. I provide feedback on students’ assignments. 

T7. I guide students in analyzing test papers. 

T8. I assist students in self-study. 



www.scholink.org/ojs/index.php/elsr              Education, Language and Sociology Research              Vol. 4, No. 5, 2023 

79 
Published by SCHOLINK INC. 

Each question is rated on a scale of 1 to 5, where 1 indicates strong disagreement and 5 indicates strong 

agreement with the described situation. The higher the score, the greater the degree of agreement. 

2.2.2 Survey Implementation 

A sample of some students and teachers from three higher education institutions is selected to complete 

the survey, gathering data on their perception of teacher behavior and their own use of metacognitive 

strategies. Interviews and observations are conducted to collect feedback on the behavior of students and 

teachers. The interviews focus on specific teaching behaviors of teachers, students’ responses to these 

behaviors, and how these factors influence their choice of metacognitive strategies. 

2.2.3 Analysis Method 

Statistical analysis software is utilized for data processing. The primary analytical methods include 

descriptive statistics, correlation analysis, and regression analysis to determine the degree and direction 

of association between teacher behavior and student metacognitive strategy selection. Interview 

recordings are transcribed, and through a coding process, key themes and patterns are identified to deepen 

the understanding of the quantitative results. 

 

3. Results 

This study gathered questionnaire data from 70 students across three universities, along with 

corresponding data from 30 teachers at each institution. The student sample exhibited an equal gender 

ratio of 1:1, with ages ranging from 18 to 22 years, and included diverse academic majors. The teacher 

sample encompassed a variety of teaching tenures and styles. The questionnaire results indicated a broad 

spectrum of student perceptions regarding teacher behavior, reflecting the diversity of teaching methods. 

 

Table 1. Students’ Self-Assessment of Their Own Behavior 

University S1 S2 S3 S4 S5 S6 S7 S8 

A 1.3 2 2.36 2.08 2.08 1.32 1.16 1.48 

B 3.2 2.9 2.76 3.5 3.2 3.12 3.04 2.96 

C 1.9 2.35 2.55 2.45 2.3 1.95 2.15 2.55 

 

Table 2. Teachers’ Self-Assessment of Their Own Behavior 

University T1 T2 T3 T4 T5 T6 T7 T8 

A 1.4 2.3 3.1 2.5 2.8 1.6 1.3 1.6 

B 3.34 3.1 3.33 3.7 3.42 3.21 3.1 3.17 

C 1.6 2 2.2 2.4 2.1 1.9 2.2 2.6 

 

Converting the above statistical results into line graphs, a clear positive correlation between student 

behavior and teacher behavior is evident. 



www.scholink.org/ojs/index.php/elsr              Education, Language and Sociology Research              Vol. 4, No. 5, 2023 

80 
Published by SCHOLINK INC. 

 

Figure 1. Correlation Graph of Teacher Behavior and Student Behavior in University A 

 

 

Figure 2. Correlation Graph of Teacher Behavior and Student Behavior in University B 

 

 

Figure 3. Correlation Graph of Teacher Behavior and Student Behavior in University C 

 

By calculating the average conformity values of students and teachers across the three institutions, the 

following table was derived: 

 

 

 

 

 

0

5

Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8

S T

0

2

4

Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8

U2

S T

0

1

2

3

Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8

U3

S T



www.scholink.org/ojs/index.php/elsr              Education, Language and Sociology Research              Vol. 4, No. 5, 2023 

81 
Published by SCHOLINK INC. 

Table 3. Average Conformity Values of Student Behavior and Teacher Behavior 

(UA/B/C: University, S̅: Student Average, T̅: Teachers Average) 

 S̅ T̅ 

UA 1.72 2.08 

UB 3.09 3.3 

UC 2.13 2.31 

 

The questionnaire’s positive phrasing implies that higher scores reflect more engaged teacher behavior 

and a more active employment of metacognitive strategies by students, while lower scores point to a 

tendency towards passive learning and less frequent use of these strategies. 

Interviews with students revealed a common perception: supportive and motivational feedback from 

teachers is crucial for effectively planning and revising their learning approaches. Notably, 67% of 

students acknowledged that specific feedback and guidance from teachers significantly aided in 

pinpointing their learning challenges and enhancing their overall learning process. The study also 

uncovered distinct variations in how students from different academic disciplines responded to teacher 

behavior. Science students, for instance, leaned towards structured and straightforward guidance, 

whereas arts students were more drawn to open-ended dialogues and self-directed exploration. A deeper 

cross-analysis showed that both the academic level and background of students play roles in shaping 

their views of teacher behavior and their choices in metacognitive strategies. Senior students, for example, 

tended to adopt more sophisticated metacognitive strategies, especially those who had been exposed to 

teaching styles emphasizing critical thinking. 

 

4. Discussion 

4.1 Challenges to Educational Theory 

The survey demonstrates a significant correlation between teacher behavior and students’ use of 

metacognitive strategies. Specifically, when teachers detail the semester’s learning plans, students often 

engage in metacognitive planning, involving strategy development based on curriculum goals and 

cognitive tactics such as problem-solving and monitoring. Additionally, teacher feedback on preparatory 

work leads students to adopt metacognitive regulation strategies, while regular homework and feedback 

enhance their metacognitive monitoring and evaluation, prompting strategy refinement. Conversely, 

student adjustments in metacognitive strategies improve learning outcomes and boost teachers’ sense of 

efficacy, promoting pedagogical enhancement. 

Contrary to prevailing educational research that often blames student behaviors for learning difficulties, 

this study posits that these behaviors are influenced by teacher actions and the students’ choice of 

metacognitive strategies. It suggests that issues in students’ metacognitive strategies may stem from 

instructional errors by teachers. 



www.scholink.org/ojs/index.php/elsr              Education, Language and Sociology Research              Vol. 4, No. 5, 2023 

82 
Published by SCHOLINK INC. 

Furthermore, the findings align with constructivist theories, highlighting the active role of learners in 

creating meaning and understanding through their knowledge, experiences, and social interactions. 

4.2 Implications for Educational Practice 

Our research underscores a crucial connection between enhancing students’ metacognitive strategy 

development and refining teaching practices. To this end, we offer targeted recommendations for 

improving higher education: 

a. Encourage educators to embrace interactive teaching approaches and integrate course 

elements that foster metacognitive skills. 

b. Foster active learning by promoting student engagement in class discussions and group 

cooperative learning, which aids in peer knowledge exchange and critical thinking. 

c. Utilize case studies and problem-solving techniques to bridge theoretical knowledge with 

practical application. 

d. Instruct students in setting clear learning objectives, crafting strategic learning plans, and 

tracking their academic progress. 

e. Embed reflective practices and self-evaluation within the curriculum to enable students to 

critically assess their learning approaches and outcomes. 

f. Provide constructive feedback to assist students in recognizing cognitive biases and 

understanding challenges. 

g. Utilize advanced technological resources, such as online platforms and educational tools, 

incorporating simulations and virtual reality to enrich the learning experience. 

h. Motivate teachers to participate in professional development through workshops and training 

sessions, focusing on innovative teaching methodologies. 

i. Advocate for peer review and classroom observation as means for collaborative learning and 

feedback exchange among educators. 

j. Encourage students to draw connections across various disciplines, thus cultivating 

comprehensive and integrative thinking. 

k. Design interdisciplinary projects that challenge students to apply multifaceted knowledge in 

addressing complex issues. 

l. Urge educational policymakers to integrate training in metacognitive teaching strategies into 

teacher education programs and to include metacognitive skill development in course 

evaluation standards. 

 

5. Conclusion and Recommendations 

This study highlights the crucial link between teacher behavior and the selection of metacognitive 

strategies by students in higher education. Emphasizing a student-centered approach, it delves into how 

teachers’ actions can influence students’ metacognitive strategy choices, thereby underscoring the 

significant effect of teaching practices on learning strategies. The research aligns with constructivist 



www.scholink.org/ojs/index.php/elsr              Education, Language and Sociology Research              Vol. 4, No. 5, 2023 

83 
Published by SCHOLINK INC. 

theories, championing the role of active student engagement and socio-cultural dynamics in learning. It 

outlines practical implications for teaching, such as embracing interactive methods, fostering active 

classroom participation, incorporating reflective and evaluative elements into curricula, leveraging 

advanced technology for enhanced learning experiences, and encouraging interdisciplinary thought. The 

paper concludes that effective teaching not only bolsters students’ metacognitive skills but also 

contributes to the professional growth and effectiveness of educators. 

 

References 

Beate, S. B. et al. (2022). Students’ experiences of academic coaching in Norway: A pilot study. 

International Journal of Mentoring and Coaching in Education, 11(4), 349-363. 

https://doi.org/10.1108/IJMCE-07-2021-0077 

Dan, J. M. et al. (2023). Brief Research Report: Psychometric Properties of a Cognitive Load Measure 

When Assessing the Load Associated With a Course. The Journal of Experimental Education, 91(2), 

401-410. https://doi.org/10.1080/00220973.2021.1947763 

Kyriakides, L., Anthimou, M., & Panayiotou, A. (2020). Searching for the impact of teacher behavior on 

promoting students’ cognitive and metacognitive skills. Studies in Educational Evaluation, 

64(C),100810-100810. https://doi.org/10.1016/j.stueduc.2019.100810 

Loeffler, N. S. et al. (2019). Investigating and fostering self-regulated learning in higher education using 

interactive ambulatory assessment. Learning and Individual Differences, 7143-7157. 

https://doi.org/10.1016/j.lindif.2019.03.006 

Mackenzie, S., & Jessica, S. (2022). A Continuum to Promote College Instructor Metacognition about 

Teaching. College Teaching, 70(1), 46-56. https://doi.org/10.1080/87567555.2021.1879723 

 

https://doi.org/10.1108/IJMCE-07-2021-0077
https://doi.org/10.1080/00220973.2021.1947763
https://doi.org/10.1016/j.stueduc.2019.100810
https://doi.org/10.1016/j.lindif.2019.03.006
https://doi.org/10.1080/87567555.2021.1879723

