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

Document Type : Original Article


1 Shiraz University

2 Shiraz university


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.


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