The study aims at designing and offering a causal model for the relationship between metacognitive reading strategies and academic delay of gratification on Shiraz student- teachers' critical thinking. The research is of descriptive- correlational kind. The research samples included 234 student-teachers selected through single-stage cluster sampling method in Shiraz City. Data was gathered using metacognitive reading strategies (Mokhtari and Richard, 2002), academic delay of gratification (Bembenutty and Karabenick, 1998) and California critical thinking (Facione and Facione, 1990) questionnaires. Data was analyzed by path analysis. The results showed that the proposed model fit the data. It was also concluded that academic delay of gratification and problem solving metacognitive strategy have a significant impact on critical thinking. The impact of metacognitive, supportive and problem-solving strategies on academic delay of gratification was also positive and significant. The academic delay of gratification had also a significant effect on critical thinking. The findings demonstrated that improving metacognitive reading strategies and academic delay of gratification could played a vital role critical thinking. Therefore, according to the results of this study, implementation of educational programs in problem-solving skills and academic delay of gratification for promoting students′ critical thinking is recommended to be considered by educational authorities.
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