The Mediating Role of Metacognitive Self-Regulation In The Development of Critical Thinking. An Experience With The Subject of Statistics At University

This research analysed the influence of academic motivation on critical thinking in a university statistics course, considering metacognitive self-regulation as a mediating variable. Specifically, the study examined how intrinsic orientation and task value affect students’ critical thinking, both directly and indirectly through their capacity to regulate, monitor, and evaluate their learning processes. From a theoretical perspective, it was assumed that motivational components foster metacognitive engagement, which enhances higher-order cognitive skills essential to statistical reasoning and data interpretation. A quantitative, non-experimental, cross-sectional design was adopted. Data were collected from 216 undergraduate students enrolled in a statistics course at a public university in Peru through a structured questionnaire using a five-point Likert scale. The proposed model was tested using Partial Least Squares Structural Equation Modelling (PLS-SEM) to assess the measurement and structural models. Reliability and validity were confirmed through factor loadings, internal consistency indices, and analyses of convergent and discriminant validity. The results showed that intrinsic orientation significantly influenced critical thinking both directly and indirectly, while task value did not present a significant direct effect. However, task value exerted a significant indirect effect through metacognitive self-regulation, indicating full mediation. Metacognitive self-regulation emerged as the strongest predictor of critical thinking (R² = 0.643), underscoring its central role in statistics learning. In conclusion, critical thinking in statistics primarily develops through metacognitive self-regulation, which is activated by motivational factors; therefore, improving motivation alone is insufficient, and instructional strategies that explicitly promote metacognitive regulation are essential in university statistics education.