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year 13, Issue 3 (spring 2024 2024)
Rooyesh 2024, 13(3): 55-64 |
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Borji M, Arabzadeh M, Zahed S. (2024). The relationship between Metacognitive Strategies and Academic Buoyancy in students: Mediating role of Cognitive Flexibility. Rooyesh. 13(3), 55-64.
URL: http://frooyesh.ir/article-1-4964-en.html
URL: http://frooyesh.ir/article-1-4964-en.html
1- Master's Student in Clinical Psychology, Department of Clinical Psychology, Faculty of Medical Sciences, Khomein Branch, Islamic Azad University, Khomein, Iran.
2- Assistant Professor, Department Of Educational Psychology, Faculty Of Education And Psychology, Kharazmi University, Tehran, Iran. ,mehdi_arabzadeh@hotmail.com
3- Ph.D in educational psychology, Department of Educational Psychology, Faculty Of Education, Allameh Tabataba'i University, Tehran, Iran.
2- Assistant Professor, Department Of Educational Psychology, Faculty Of Education And Psychology, Kharazmi University, Tehran, Iran. ,
3- Ph.D in educational psychology, Department of Educational Psychology, Faculty Of Education, Allameh Tabataba'i University, Tehran, Iran.
Abstract: (597 Views)
This study aimed to investigate the mediating role of cognitive flexibility in the relationship between metacognitive strategies and academic buoyancy in students. The research method was descriptive-correlational and based on structural equation modeling. The statistical population included all undergraduate students of Khomein Azad University in the academic year 2022-2023, from whom 325 were selected as a sample by multi-stage cluster sampling method. For data collection, the academic buoyancy questionnaire (ABQ, Martin and Marsh, 2008), cognitive flexibility Inventory (CFI, Dennis & Vanderwall, 2010), and metacognitive strategies questionnaire (MSQ, Macinerney & Dowson,2004) were used. The results showed that the proposed model is a good fit and the direct effect of metacognitive strategies on academic buoyancy and cognitive flexibility was significant (p<0/001), and the direct effect of cognitive flexibility on academic buoyancy was significant (p<0/01). Other results showed that cognitive flexibility plays a mediating role between metacognitive strategies and academic buoyancy (p<0/01). In general, it can be concluded that metacognitive strategies directly and indirectly with the mediation of cognitive flexibility affect the level of academic buoyancy in students.
Type of Article: Research |
Subject:
Educational Psychology
Received: 2023/11/14 | Accepted: 2024/03/1 | ePublished: 2024/05/30
Received: 2023/11/14 | Accepted: 2024/03/1 | ePublished: 2024/05/30
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