The primary objective of this study is to evaluate the relationship between the use of metacognitive strategies and learning performance in online learning among university students. The global lockdown due to the Covid-19 global pandemic outbreak has resulted in major interruptions in students’ learning and education at all levels around the world. One of the consequences of university closures is that students suddenly find themselves having a lot more responsibility for their learning. Surprisingly, many students are not fully equipped with the relevant skills to excel in online learning despite being born into technology. Students are not aware of how to look inward to examine how they learn and to judge which methods are effective especially when faced with new forms of learning online because they lack metacognitive skills. Metacognition is crucial to the talent of learning. Although many researchers affirmed that metacognitive skills are crucial in any learning, a study on the impact of the use of metacognitive strategies on learning performance is still rudimentary. The study was carried out with 770 university IT students who have taken at least one online learning course. Data was collected using a self-administered instrument that was adapted from multiple sources. Three hypotheses were formulated and structural equation modeling was employed to conduct path modeling analysis. The findings from this study affirmed that students who use metacognitive strategies in online learning are indeed capable of evaluating their understanding of the course content and are capable of adding more effort in regulating their learning process. In view of the findings, this study will be useful for course instructors and students to establish practices on how to utilise metacognitive strategies to enhance students’ learning performance as those lacking in metacognition may find themselves at a huge disadvantage.

本研究的主要目的是评估大学生在线学习中元认知策略的使用与学习成绩之间的关系。由于 Covid-19 全球大流行爆发而导致的全球封锁导致世界各地各级学生的学习和教育严重中断。大学停课的后果之一是学生突然发现自己对学习负有更多责任。令人惊讶的是，尽管出生于技术领域，但许多学生并没有完全具备在在线学习中脱颖而出的相关技能。学生不知道如何向内审视他们的学习方式并判断哪些方法是有效的，尤其是在面对新的在线学习形式时，因为他们缺乏元认知技能。元认知对学习才能至关重要。尽管许多研究人员肯定元认知技能在任何学习中都至关重要，但关于元认知策略的使用对学习表现的影响的研究仍处于初级阶段。这项研究是在 770 名至少参加过一门在线学习课程的大学 IT 学生中进行的。使用从多个来源改编的自我管理工具收集数据。提出了三个假设，并采用结构方程建模进行路径建模分析。这项研究的结果证实，在在线学习中使用元认知策略的学生确实能够评估他们对课程内容的理解，并能够在调节学习过程中付出更多的努力。鉴于调查结果，