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

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SHEIKHOLESLAMI R.; GHANBARITALAB M.

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Journal: Applied Psychology Year:2018 | Volume:12 | Issue:3 (47) Page(s): 375-395

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Information Journal Paper

Title

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

Author(s)

SHEIKHOLESLAMI R. | GHANBARITALAB M. | Issue Writer Certificate

Keywords

academic emotionQ2

guiltQ1

hopeQ1

metacognitionQ2

shameQ1

school wellbeingQ1

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.

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APA: Copy

SHEIKHOLESLAMI, R., & GHANBARITALAB, M.. (2018). Relationships between metacognitive knowledge and school well-being: Meditating role of academic emotions. JOURNAL OF APPLIED PSYCHOLOGY, 12(3 (47) ), 375-395. SID. https://sid.ir/paper/151896/en

Vancouver: Copy

SHEIKHOLESLAMI R., GHANBARITALAB M.. Relationships between metacognitive knowledge and school well-being: Meditating role of academic emotions. JOURNAL OF APPLIED PSYCHOLOGY[Internet]. 2018;12(3 (47) ):375-395. Available from: https://sid.ir/paper/151896/en

IEEE: Copy

R. SHEIKHOLESLAMI, and M. GHANBARITALAB, “Relationships between metacognitive knowledge and school well-being: Meditating role of academic emotions,” JOURNAL OF APPLIED PSYCHOLOGY, vol. 12, no. 3 (47) , pp. 375–395, 2018, [Online]. Available: https://sid.ir/paper/151896/en

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