The mediating role of metacognitive awareness in the relationship between school effectiveness and students' academic optimism
Subject Areas : curriculum
mahsa
mahmoudi mashaii
1
(Master's degree, field of educational management, Islamic Azad University, Science and Research Unit, Tehran, Iran)
maedeh
ebrahimi zahed
2
(Senior expert in the Department of General Psychology, Payam Noor Islamshahr University, Tehran, Iran)
zahra
sadri
3
(Senior expert in the Department of Educational Psychology, Faculty of Humanities, Zanjan University, Zanjan, Iran.)
mohammadreza
zaeri behroz
4
(Bachelor of Psychology Department, Payam Noor Asadabad University, Hamadan, Iran.)
abbas
najafipour tabestanagh
5
(Senior expert in the Department of General Psychology, Faculty of Humanities, Zanjan University, Zanjan, Iran)
Keywords: Students, Metacognitive awareness, academic optimism, School Effectiveness,
Abstract :
The aim of the present study was to determine the mediating role of metacognitive awareness in the relationship between school effectiveness and students' academic optimism. The method of the research was descriptive correlational. The statistical population included all students of the 11th grade of the second period of secondary school in Zanjan in the academic year of 2022-2023 totaling to 5600 people, of which 300 people were recruited based on Morgan’s table after consulting with university professors. The research tools for data collection were three school effectiveness questionnaires of Hoy (2009), Techanen-Moran (2013) academic optimism and Mokhtari and Richard (2002) metacognitive self-awareness. Structural models with partial least squares approach were used for data analysis. The results of the analysis showed that the direct effects of school effectiveness on academic optimism (t=4.96, p=0.000) and metacognitive self-awareness (t=4.38, p=0.02), and metacognitive awareness on academic optimism (t=9.96, p = 0.000) were significant. Also, the indirect effect of school effectiveness on academic optimism with the mediation of metacognitive self-awareness was also significant (t=9.37, p=0.001). Finally, the proposed model has a good fit.
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