<![CDATA[This ex post facto study was conducted in response to the need to understand factors influencing students’ cognitive learning outcomes in biology. It aimed to examine the effects of self-efficacy, metacognitive skills, and self-regulated learning on students’ cognitive learning outcomes. The population comprised all grade XI students at a public high school in Makassar, Indonesia, with a sample of 269 students selected through cluster sampling. Data were collected using questionnaires on self-efficacy, metacognitive skills, and self-regulated learning, as well as a biology learning outcomes test. The data were analyzed using path analysis with the assistance of SPSS. The results indicate that self-efficacy and metacognitive skills have both direct and indirect effects on cognitive learning outcomes through self-regulated learning. Self-regulated learning also functions as a mediating variable in these relationships. In conclusion, self-efficacy and metacognitive skills have a significant influence on biology learning outcomes, both directly and through the mediation of self-regulated learning, emphasizing the critical role of internal learning regulation in enhancing academic achievement]]>
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