Meta Cognitive Knowledge and School Well-Being: The Mediating Role of Academic Help Seeking

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Ghanbari Talab Mohammad; SHEIKHOLESLAMI RAZIEH; FOULADCHANG MAHBOOBEH; Hosseinchari Massoud

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Journal: DEVELOPMENTAL PSYCHOLOGY (JOURNAL OF IRANIAN PSYCHOLOGISTS) Year:2019 | Volume:16 | Issue:61 Page(s): 49-60

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Title

Meta Cognitive Knowledge and School Well-Being: The Mediating Role of Academic Help Seeking

Author(s)

Ghanbari Talab Mohammad | SHEIKHOLESLAMI RAZIEH | FOULADCHANG MAHBOOBEH | Hosseinchari Massoud | Issue Writer Certificate

Keywords

academic help seekingQ1

metacognitive knowledgeQ1

school well-beingQ1

Abstract

The aim of this study was to investigate the mediating role of academic help-seeking in the relationship between metacognitive knowledge and school well-being in the format of a causal model. For this purpose, 456 students were selected from high schools of Lordegan, by using multistage cluster sampling method. For collecting data Metacognitive Awareness Inventory (Shraw & Dennison, 1994), Help-Seeking Behaviors Questionnaire (Ryan & Pintrich, 1997), and School-Related Well-Being Scales (Kaplan & Maehr, 1999) were used. Research hypothetical model was tested by path analysis. The results showed direct effects of procedural knowledge and declaration knowledge on school well-being. Furthermore, types of metacognitive knowledge showed direct effects on academic help seeking acceptance Also types of metacognitive knowledge have effects on school wellbeing. The Bootstrap results showed the mediating role of academic help seeking acceptance in the relationship between types of metacognitive knowledge and school well-being and the mediating role of academic avoidance from help seeking in the relationship between procedural knowledge and school well-being. In general, results of the present study provided evidence for mediating role of academic help-seeking in the relationship between types of metacognitive knowledge and school well-being.

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APA: Copy

Ghanbari Talab, Mohammad, SHEIKHOLESLAMI, RAZIEH, FOULADCHANG, MAHBOOBEH, & Hosseinchari, Massoud. (2019). Meta Cognitive Knowledge and School Well-Being: The Mediating Role of Academic Help Seeking. DEVELOPMENTAL PSYCHOLOGY (JOURNAL OF IRANIAN PSYCHOLOGISTS), 16(61 ), 49-60. SID. https://sid.ir/paper/101206/en

Vancouver: Copy

Ghanbari Talab Mohammad, SHEIKHOLESLAMI RAZIEH, FOULADCHANG MAHBOOBEH, Hosseinchari Massoud. Meta Cognitive Knowledge and School Well-Being: The Mediating Role of Academic Help Seeking. DEVELOPMENTAL PSYCHOLOGY (JOURNAL OF IRANIAN PSYCHOLOGISTS)[Internet]. 2019;16(61 ):49-60. Available from: https://sid.ir/paper/101206/en

IEEE: Copy

Mohammad Ghanbari Talab, RAZIEH SHEIKHOLESLAMI, MAHBOOBEH FOULADCHANG, and Massoud Hosseinchari, “Meta Cognitive Knowledge and School Well-Being: The Mediating Role of Academic Help Seeking,” DEVELOPMENTAL PSYCHOLOGY (JOURNAL OF IRANIAN PSYCHOLOGISTS), vol. 16, no. 61 , pp. 49–60, 2019, [Online]. Available: https://sid.ir/paper/101206/en

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