Structural Equation Model of Academic Performance and Academic Success based on Learning Styles and Metacognitive Skills of Reading by Mediating Role of Academic Engagement in Male Students in Secondary Schools

Subject Areas : Educational

Abbas  Panahande ¹ (Counseling, Isfahan, Iran.)
Hossein  Davoodi ² (Department of Counseling, Islamic Azad University, Khomein branch, Iran.)
Davood  Taghvaie ³ (Department of Psychology, Islamic Azad University, Arak branch, Iran)
sohrab  abdi zarrin ⁴ (Department of Educational Sciences, University of Qom, Qom, Iran.)

Received: 2020-08-18 Accepted : 2020-11-28 Published : 2022-11-22

Keywords: Academic Performance, metacognitive skills of reading, learning styles, academic success, male students, Secondary schools, academic engagememt,

Abstract :

The purpose of this study was to determaine the structural equation model of academic prformance and academic success based on learning styles and metacognitive skills of reading by mediating role of academic engagement in male students in the secondary schoos. The statistical population consisted of all male students of secondary schools in Isfahan city in academic year of 2019-20. By using of cluster sampling method, 225 male students were selected as the sample. Participants responded to Fam & Taylor's (1999) Academic Performance Questionnaire, Felder & Slomon's (1996) Learning Styles Questionnaire, Friedrichs et al.'s (2004) Academic Engagement Questionnaire, and Metacognitive Reading Strategies Inventory (Mokhtari & Reichard, 2002). Academic grade point average was used as a criteria for academic success. Evaluation of the proposed model was performed using structural equation modeling by software of Amos-24. The results showed that the direct effect of input learning style, metacognitive skills of reading and academic engagement on academic performance (p<0.001), direct effect of cognitive learning style, metacognitive skills of reading and academic engagement on academic success (p<0.001) and direct effect of cognitive learning Intuitive and metacognitive skills of reading significant on the academic engagement (p<.001). Indirect coefficients also showed that perceptual and processing learning style through academic engagement had a significant indirect effect on academic performance and success(p<0.001). Therefore, the role of learning styles, metacognitive skills of reading and academic engagememt on academic performance and academic success are important.

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