Objective:To explore the relationship of metacognitive regulation, self-efficacy, and motivation regulation with learning engagement among medical students in military academies.Methods:A total of 439 students from the Air Force Medical University were selected by convenience sampling in March to April 2023. The Metacognitive Self-Regulation Scale, Self-Efficacy Scale, Learning Engagement Scale, and Motivation Regulation Questionnaire were adopted for investigation. SPSS 25.0 was used for Pearson correlation analysis, and the Process procedure for analysis and testing of mediating effects.Results:A total of 436 usable questionnaires were collected. Metacognitive regulation, self-efficacy, motivation regulation, and learning engagement were significantly positively correlated ( r>0.477, P<0.01). The mediating effect of self-efficacy and motivation regulation and the chain mediating effect of self-efficacy-motivation regulation were significant between metacognitive regulation and learning engagement, and the effect sizes were 0.449, 0.244, and 0.130, accounting for 44.37%, 24.11%, and 12.85% of the total effect, respectively. The proportion of the total indirect effect was 81.32%. Conclusions:The metacognitive regulation of medical students in military academies directly affects learning engagement, which is also indirectly affected through the independent mediating effect of self-efficacy and motivation regulation or the chain mediating effect of self-efficacy-motivation regulation.

Objective:To explore the relationship of metacognitive regulation, self-efficacy, and motivation regulation with learning engagement among medical students in military academies.Methods:A total of 439 students from the Air Force Medical University were selected by convenience sampling in March to April 2023. The Metacognitive Self-Regulation Scale, Self-Efficacy Scale, Learning Engagement Scale, and Motivation Regulation Questionnaire were adopted for investigation. SPSS 25.0 was used for Pearson correlation analysis, and the Process procedure for analysis and testing of mediating effects.Results:A total of 436 usable questionnaires were collected. Metacognitive regulation, self-efficacy, motivation regulation, and learning engagement were significantly positively correlated ( r>0.477, P<0.01). The mediating effect of self-efficacy and motivation regulation and the chain mediating effect of self-efficacy-motivation regulation were significant between metacognitive regulation and learning engagement, and the effect sizes were 0.449, 0.244, and 0.130, accounting for 44.37%, 24.11%, and 12.85% of the total effect, respectively. The proportion of the total indirect effect was 81.32%. Conclusions:The metacognitive regulation of medical students in military academies directly affects learning engagement, which is also indirectly affected through the independent mediating effect of self-efficacy and motivation regulation or the chain mediating effect of self-efficacy-motivation regulation.