**Conflict of interest**

*Metacognition in Learning*

developing information literacy [61].

predicting academic achievement, while self-concept is considered a major factor in

him or herself and is usually shaped in the course of familiarity with and understanding of one's environment. It was affirmed that self-concept is a combination of environmental and psychological conditions [63]. These two factors can affect human behaviour, as people become vulnerable to social factors in their search for independence [60]. Self-concept is a multidimensional entity which consists of very

Perception of self can be a consequence of cumulative effects during biological, social and psychosocial transitions. Constructive transitions result in healthy selfconcept developments, which make possible the achievement of many advantageous outcomes. Positive educational environments, family, school and community youth groups can shape personal qualities, which support cognitive, psychological, psychosocial and socio-emotional achievement. Positive outcomes will motivate the desire to attain high educational goals that are integral in self-concept formation [66].

Eight elements form the foundation of a person's self-concept; they are morality and ethics, personal and physical attributes, family, identity, social satisfaction and behaviour [67]. Self-concept also refers to an act of self-evaluation or selfperception, and it signifies the total sum of a person's belief about his or her own qualities. Self-concept reflects how people evaluate themselves in domains in which

The thematic analysis of this qualitative research emphasizes the importance and complimentary relationship between the selected variables for this research. For instance, metacognition is inherently part of ability needed to be mindful in planning, regulating and evaluating of one's intellectual processes such as the one needed in navigating the overabundance of information resources available from different sources; the study emphasizes the role of personal knowledge, task and procedural knowledge, strategic and declarative knowledge and, finally, conditional knowledge and the role they play in helping to shape activities channel towards information acquisition. Metacognitive control supports the ability to help in

different cognitive and affective components [64, 65].

managing learning and fostering problem-solving skills.

they consider success important [68].

**8. Conclusion**

Psychological factors affect human ability to learn new skills. Therefore, in addition to attaining information literacy skills, it is also important to develop perceived self-efficacy concerning these skills [56]. This will help in better appreciation of self-efficacy as a way to boost problem-solving capacity as a needed feature for lifelong learning. Self-concept is a vital component of teaching, not just to help with academic performance; it supports social skills and makes it easier for teachers to influence positive behaviour. Students are also better equipped to cope with mistakes, disappointment and failure if the mental attitude of teachers is positive; they are more likely to stick with challenging tasks and complete learning activities [61]. The self-concept of teachers has lifelong impact in the overall performance of learners, because it has positive effects on their self-esteem. This is because reinforcing the self-esteem of students is a direct consequence of increased motivation and learning. Teachers' positive attitudes can create a satisfying teaching environment and help to give students the impression that they belong and are welcome in the school setting. Teachers with positive mental attitudes must constantly communicate to students that mistakes are part of the learning process and that no student should ever feel embarrassed to ask questions if he or she does not understand something [62]. Self-concept comprises an individual's perception, emotion and attitude towards

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The authors declare no conflict of interest.
