Metacognitive learning environment and academic achievement: Investigation the mediating role of motivational beliefs

Purpose of this study was to determine mediation role motivated beliefs between metacognitive learning environments and academic achievement. Research method was ex post facto and the study population was all first grade students in high schools in Shiraz. Participants were 510 students (251 boys, 259 girls) were selected by random cluster sampling.They completed metacognitive learning environment questionnaire Tomas (2003) & motivated strategies for learning questionnaire (Pintrich and DeGroot, 1991). For evaluation the academic achievement were used in academic average. To examine reliability of measures, Coronbech alpha coefficient and to determine validity, factor analysis method and coefficient correlation between the dimensions and the total score were used. Data were analyzed by simultaneous multiple regression using Baron and Kenny method. Results showed that multiple regression analysis indicated that dimensions of metacognitive learning environment can predict academic achievement. Additionally, interaction within the classroom, the teacher encouragement and emotional support as a feature of the metacognitive learning environments, influenced in motivational beliefs. Therefore, motivational beliefs play a mediating role between metacognitive characteristics of the learning environment and academic achievement so can be strengthened by motivational beliefs to increase academic achievement.