Does Self-Efficacy Moderate the Contribution of Metacognitive Awareness to Listening Comprehension?

Does Self-Efficacy Moderate the Contribution of Metacognitive Awareness to Listening Comprehension? Current studies relate issue listening skills several aspects. However, it still requires more empirical finding on contribution self-efficacy and metacognition toward comprehension. This study aimed find effect ability through seek a suitable structural model. The chosen design was ex post facto research with correlation using path analysis conducted at one state Islamic high schools in city Kediri. A total 250 ten grader students participated this research. Three instruments were used collect data, including closed questionnaire about self-efficacy, students' sensitivity, questions that adopted TOEFL Junior Test. results showed metacognitive influence model did not significantly affect (p = .180), while other two models significant (metacognitive p .000; ability, .011). indirect abilities .059. Related model, partial-mediated compiled, modified into full-mediated meet criteria goodness fit index.