The Role of Cognitive and Metacognitive Learning Strategies, Academic Optimism and Academic Engagement in Predicting Academic Vitality of Nursing Students

Very variables have a role in improve the academic vitality of students. Therefore, present research aimed to determine the role of cognitive and metacognitive learning strategies, academic optimism and academic engagement in predicting academic vitality of nursing students.

This study was a cross-sectional from type of correlational. The research population were included all nursing students of Islamic Azad university of Ahvaz branch in 2017-18 academic years, that from them 200 people were selected by simple sampling method. Data collected by the questionnaires of Wolters cognitive and metacognitive learning strategies, Beard and et al academic optimism, Fredricks and et al academic engagement and HoseinChari and DehghaniZadeh academic vitality and analyzed by Pearson correlation and multiple regression with enter model methods.

The findings showed cognitive learning strategies (r=0/269), metacognitive learning strategies (r=0/312), academic optimism (r=0/375) and academic engagement (r=0/438) had a positive and significant correlation with academic vitality of nursing students. Also, the variables of cognitive and metacognitive learning strategies, academic optimism and academic engagement predict 40/7 percent of variance of academic vitality of nursing students that in this prediction the share of academic engagement was higher than other variables (P

The results indicated the importance of the variables of cognitive and metacognitive learning strategies, academic optimism and academic engagement in predicting the academic vitality of nursing students. Therefore, to improve the academic vitality of nursing students can increase their cognitive and metacognitive learning strategies, academic optimism and academic engagement.