How Students' Metacognition and Information Literacy Self-Efficacy Relate to Gender Perspective

Metacognition and information literacy self-efficacy have been confirmed separately from a gender perspective, which is a determining factor for achieving students' academic performance. Meanwhile, students' metacognition could be improved in lectures. The need for more use of information literacy self-efficacy is a problem students face. Therefore, this study explores how to comprehensively profile and connect students' metacognition and information literacy self-efficacy from the perspective of gender differences. A quantitative research design was applied to investigate it on 253 students from three different universities in Indonesia. Data analysis was done descriptively, and the outer and inner models used structural equational modelling least square. The study produced five findings, namely: (1) The metacognition profile of male and female students are categorized as good with male superior to female; (2) The information literacy self-efficacy profile of male and female students is categorized as high with male superior to female; (3) Gender affects metacognition through cognitive knowledge and cognitive regulation; (4) Gender affects information literacy self-efficacy, and (5) There are correlations between metacognition and information literacy self-efficacy. This study's results recommend that educators pay attention to and use learning and teaching strategies based on metacognition and information literacy self-efficacy for gender competence equality.