Relationships between metacognitive knowledge and school well-being: Meditating role of academic emotions

Document Type : Original Article

Authors

1 Shiraz University

2 Shiraz university

Abstract

Aim: The purpose of this study was to investigate the mediating role of academic emotions in the relationship between metacognitive knowledge and school well-being in a causal model. Method: The method of the study was a descriptive-correlation and statistical population consisted of all girl and boy students from Second high school in the city of Lordegan in the 2016-17 academic year (3008 participants), from which 456 students were selected through multistage cluster sampling. For collecting data, used Metacognitive Awareness Questionnaire Shraw & Dennison (1994), Guilt and Shame Scale Thompson, Sharp, & Alexander (2008), hope subscale of Academic Emotions Questionnaire Pekrun (2005), and School Well-Being Scale Kaplan & Maehr (1999), from which 42 questionnaires were removed from the analysis as being had outliers and missing data. Research hypothetical model was tested through path analysis and AMOS software. Results: Data analysis showed that metacognitive knowledge had direct effect on school well-being) β= 0.19, P= 0.001). It also showed that guilt emotion had direct and positive effect on school well- being) β= 0.21, P= 0.001). The Bootstrap results showed the mediating role of academic emotions in relationship between metacognitive knowledge and school well-being (β= 0.51, P= 0.001). In a way that metacognitive knowledge led to increasing school well-being through increasing hope and guilt emotions and reducing shame emotion. Conclusion It is suggested that metacognitive knowledge be taught to students to upgrade school well-being through increasing hope and guilt emotions and reducing shame emotion.

Keywords


  1. منابع
  2. اعتماد، جلیل.، جوکار، بهرام.، و لطیفیان، مرتضی. (1391). باورهای معرفت‌شناسی و صداقت تحصیلی: بررسی نقش واسطه‌گری احساس شرم و گناه. پایان‌ نامه کارشناسی ارشد. رشته روانشناسی تربیتی، دانشکده روان‌شناسی و علوم تربیتی، دانشگاه شیراز.
  3. جوکار، بهرام.، و راه‌پیما، سمیرا. (1394). پیش‌بینی شادکامی بر مبنای احساس شرم و گناه: بررسی نقش تعدیل‌گری جنسیّت. فصلنامه مطالعات روان‌شناختی. 11(2): 86-67.
  4. طیموری فرد، عین‌الله.، و فولادچنگ، محبوبه. (1391). نقش فراشناخت، هوش و خودکارامدی در پیشرفت تحصیلی دانش آموزان سال اول متوسطه. مجله مطالعات آموزش و یادگیری، 4(2 پیاپی 63): 62-45.
  5. عشورنژاد، فاطمه. (1392). اثربخشی آموزش راهبردهای فراشناختی بر انگیزه پیشرفت دانش‌آموزان. فصلنامه روان‌شناسی کاربردی، 7(3): 116-103.
  6. فخری، زهرا.، رضایی، عاطفه.، پاکدامن، شهلا.، و ابراهیمی، سارا. (1392). نقش واسطه‌ای باورهای خودکارامدی تحصیلی در پیش‌بینی اهداف پیشرفت بر اساس عاطفه مثبت و منفی. فصلنامه روان‌شناسی کاربردی، 7(1): 68-55.
  7. کاظمی، حمید.، و کشاورزیان، فهیمه. (1391). نقش فراشناخت و حل مساله در پیش‌بینی بهزیستی روان‌شناختی. رویکرد‌های نوین آموزشی، 4(3): 106-99.
  8. کاوسیان، جواد.، کدیور، پروین.، و فرزاد، ولی الله. (1391). رابطه متغیرهای محیطی، تحصیلی با بهزیستی مدرسه. پژوهش در سلامت روان‌شناختی، 6(1): 26-10.
  9. کدیور، پروین.، فرزاد، ولی الله.، کاوسیان، جواد.، و نیکدل، فریبرز. (1388). رواسازی پرسشنامه هیجان‌های تحصیلی پکران. فصلنامه نوآوری‌های آموزشی، 6(2): 39-7.
  10. محمدی، مهسا.، دانش، عصمت.، و تقی ‌لو، صادق. (1395). پیش بینی امیدواری بر اساس جهت‌گیری مذهبی و چشم ‌انداز زمان. فصلنامه روان‌شناسی کاربردی، 10(2): 174-157.
  11. محمدی، زهره.، جوکار، بهرام.، و حسین چاری، مسعود. (1393). پیش‌بینی رفتارهای خودشکن توسط جهت گیری هدف: نقش واسطه گری احساسات شرم و گناه. روان‌شناسی تحولی، 11(1): 102-83.
  12. References
  13. Amir Kiaei, Y. & Reio, T. (2014). Goal pursuit and eudemonic well-being among university students: Metacognition as the mediator. Behavioral Development Bulletin, 9(4): 91-104.
  14. Anthony, R., Artino, J., Holmboe, S., Steven, J., & Durning, S. (2012). Can achievement emotions be used to better understand motivation, learning, and performance in medical education? Medical Teacher, 34(3): 240-244.
  15. Cavalera, C., & Pepe, A. (2014). Social emotions and cognition: Shame, guilt and working memory. Procedia - Social and Behavioral Sciences, 11(2): 457–464.
  16. Cefai, C., & Cavi oni, V. (2014). Social and emotional education in primary school. Springer New York Heidelberg Dordrecht: London.
  17. Clarke, A., Friede, T., Putz, R., Ashdown, J., Martin, S., Blake, A., Adi, Y., Parkinson, J., Flynn, P., Platt, S., & Stewart-Brown1, S. (2011). Warwick-edinburgh mental well-being scale (WEMWBS): Validated for teenage school students in England and Scotland. A mixed methods assessment. Public Health, 11(1): 487-492.
  18. Dodge, R., Daly, A., Huyton, J., & Sanders, L. (2012). The challenge of defining wellbeing. International Journal of Wellbeing, 2(3): 222-235.
  19. Dragan, M., Dragan, W. L., Tadeusz, K., & Wells, A. (2012). On the relationship between temperament, metacognition, and anxiety: independent and mediated effects. Anxiety, Stress, Coping, 25(1): 697-709.
  20. Fernandez, A., Diaz, E., Zabala, A., Goni, E., Esnaola, I., & Goni, A. (2016). Contextual and psychological variables in a descriptive model of subjective well-being and school engagement. International Journal of Clinical and Health Psychology, 16(2): 166-174.
  21. Goetz, T., Sticca, F., Pekrun, R., Murayama, K., & Elliot, A. J. (2016). Intraindividual relations between achievement goals and discrete achievement emotions: an experience sampling approach. Learning and Instruction, 41(1): 115–125.
  22. Gonzalez, A., Fernandez, M. C., & Paoloni, P. (2017). Hope and anxiety in physics class: Exploring their motivational antecedents and influence on metacognition and performance. Journal of Research in Science Teaching, 54(2): 558-585.
  23. Harris, K. R., Graham, S., Brindle, M., & Sandmel, K. (2009). Metacognition and children’s writing. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Metacognition in educational theory and practice (pp. 131-153). Mahwah, New Jersey: Lawrence Erlbaum Associates, Inc.
  24. Kaplan, A., & Maehr, M. L. (1999). Enhancing themotivation of African American students: An achievement goal theory perspective. Journal of Negro Education, 22(4): 23–35.
  25. Kline, R. B. (2011). Principles and practice of structural equation modeling. New York, NY: Guilford.
  26. Knorzer, L., Brünken, R., Park, B. (2016). Facilitators or suppressors: Effects of experimentally induced emotions on multimedia learning. Learning and Instruction, 44)1): 97-107.
  27. Linnenbrink-Garcia, L., & Pekrun, R. (2011). Students’ emotions and academic engagement: Introduction to the special issue. Contemporary Educational Psychology, 36(1): 1–3.
  28. Lysaker, P. H., Erickson, M., Ringer, J., Buck, K. D., Semerari, A., Carcione, A., & Dimaggio, G. (2011). The relationship of mastery to coping, insight, self-esteem, social anxiety, and various facets of neurocognition. British Journal of Psychology, 13(2): 412–424.
  29. Martin, S., Williamson, L., & Boekamp, K. (2015). Emotion Understanding (and Mis understanding) in Clinically Referred Preschoolers: The Role of Child Language and Maternal Depressive Symptoms. Journal of Child and Family Studies, 24(1): 24–37.
  30. Matrissya, H., & Winny, P. (2015). Metacognition toward academic self-efficacy among Indonesian Private University Scholarship Students. Social and Behavioral Sciences, 17(1): 1075-1080
  31. Orkibi, H., Ronen, T., & Assoulin, N. (2014). The subjective well-being of Israeli adolescents attending specialized school classes. Journal of Educational Psychology, 106(2): 515–526.
  32. Oz, H. (2016). The importance of personality traits in students’ perceptions of metacognitive awareness. Social and Behavioral Sciences, 23(2): 655-667.
  33. Pekrun, R., Goetz, T., & Perry, R. P. (2005). Achievement emotions questionnaire (AEQ). User’s manual. Munich, Germany: Department of Psychology, University of Munich.
  34. Pekrun, R., & Linnenbink-Garcia, L. (2012). Academic emotions and student engagement. In: S.L. Christenson, A.L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 259-282). New York, NY: Springer.
  35. Pekrun, R., & Perry, R. P. (2014). Control-value theory of achievement emotions. In R. Pekrun & L. Linnenbrink-Garcia (Eds.). International handbook of emotions in education (pp. 120–141). New York: Routledge.
  36. Phan, H. P., NGU, B. H., & Alrashidi, O. (2016). Role of student well-being: A study using structural equation modeling. Psychological Reports, 29(3): 77-105.
  37. Quattropania, M. C., Lenzoa, V., Mucciardib, M., & Tofflec, M. E. (2015). The role of metacognitions in predicting anxiety and depression levels in cancer patient’s ongoing chemotherapy. Social and Behavioral Sciences, 52(1): 463-473.
  38. Rand, K. L., Martin, A. D., & Shea, A. M. (2011). Hope, but not optimism, predicts academic performance of law students beyond previous academic achievement. Journal of Research in Personality, 12(1): 683–686.
  39. Reeve, J. (2009). Understanding motivation and emotion. John Wiley & Sons, Inc.
  40. Reyes, M. R., Brackett, M. A., Rivers, S. E., White, M., & Salovey, P. (2011). Classroom Emotional Climate, Student Engagement, and Academic Achievement, Journal of Educational Psychology, 104(3): 700–712.
  41. Ridlo, S., & Lutfya, F. (2017). The correlation between metacognition levels with self-efficacy of biology education college students. Journal of Physics, 6(2): 824-829.
  42. Satici, S. A. (2016). Psychological vulnerability, resilience, and subjective well-being: The mediating role of hope. Personality and Individual Differences, 26(2): 68–73.
  43. Schraw, T. G., & Dennison, R. S. (1994). Assessing metacognitive awareness. Contemporary Educationa Psychology, 19(3): 460-475.
  44. Soutter, A. K. (2011). What can we learn about wellbeing in school? Journal of Student Wellbeing, 5(1): 1–21.
  45. Steid Stuewig, J., Tangney, J. P., Heigel, C., Harty, L., & McCloskey, L. A. (2010). Shaming, blaming, and maiming: Functional links among the moral emotions, externalization of blame, and aggression. Journal of Research in Personality, 44(1): 91–102.
  46. Tangney, J., & Tracy, J. (2012). Self-conscious emotions. In: Leary, M., Tangney, J. (Eds.). Handbook of self and identity .2nd ed. Guilford Press: New York.
  47. Thompson, T., Sharp, J., & Alexander, J. (2008). Assessing the psychometric properties of a scenario-based measure of achievement guilt and shame. Educational Psychology, 28(4): 373-395.
  48. Vazquez, C, Hervas, G., Rahona, J. J., & Gomez, D. (2009). Psychological well-being and health. Contributions of positive psychology. Annuary of Clinical and Health Psychology, 5(1): 15-27.
  49. Velzen, J.V. (2016). Metacognitive learning. New York: Springer Cham Heidelberg.
  50. Wells, A. (2009). Metacognitive therapy for anxiety and depression. New York: Guilford Press.
  51. WHO-World Health Organization (2013). Mental health action plan 2013-2020. Geneva: Switzerland.
  52. Yang, Y., Zhang, M., & Kou, Y. (2016). Self-compassion and life satisfaction: The mediating role of hope. Personality and Individual Differences, 25(2): 91–95.
  53. You, J. W., & Kang, M. (2014). The role of academic emotions in the relationship between perceived academic control and self-regulated learning inonline learning. Computers & Education, 77(1): 125–133.
  54. ***