Development and testing of academic welfare model based on cognitive and metacognitive strategies with the mediating role of academic engagement and the effectiveness of the model on students' self-directed learning

Document Type : Research Paper

Authors

1 Ph.D Student, Department of Psychology, Sanandaj Branch, Islamic Azad University, Sanandaj, Iran

2 Assistant Professor, Department of Psychology, West Islamabad Branch, Islamic Azad University, West Islamabad, Iran (Corresponding Author)

3 Assistant Professor, Department of Psychology, Sanandaj Branch, Islamic Azad University, Sanandaj, Iran

Abstract

The present study aimed to develop a structural model of Academic Well-being based on the Cognitive and Metacognitive Strategies by mediating academic engagement and examining the effectiveness of the model on students' Self-directed learning. In the first stage, using a descriptive-correlational research method, 350 male and female students from the second-cycle secondary schools in the city of Kermanshah were selected by stratified random sampling method. They responded to Peterinen etal Academic Well-being, Karami Cognitive and Metacognitive Strategies and Reeve academic engagement questionnaires. The results of the structural equation analysis showed that the Variables of cognitive and metacognitive strategies have a direct and positive effect on academic engagement؛ Also, Variables of academic engagement and cognitive strategies have a direct and positive effect on academic well-being. But Metacognitive strategies variable has a direct and negative effect on academic well-being. Also, the findings show that cognitive and metacognitive strategies have indirect and positive effects on academic well-being through academic engagement. In the second stage, using a quasi-experimental research technique, 30 students were selected through a randomized cluster sampling method. Fisher etal.'s Self-directed learning questionnaires were used to measure student’s Self-directed learning. Then the educational program was implemented. The results showed that the assumed model has a positive effect on all components of self-directed learning.

Keywords

Medical Journal of Mashhad university of Medical Sciences
Volume 65, Issue 2
May and June 2022
Pages 1018-1041

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