The effect of metacognitive beliefs on academic well-being mediated by perfectionist students

The purpose of this study was to investigate the effect of metcognitive beliefs on educational well-being through the mediation of perfectionism among students in Tehran. This research was applied and based on descriptive method and structural equation modeling. The population of this study includes all 2nd grade students in Tehran amounting to 2,700 students. The sample size is 324. The data were collected through Wals and Carthage-Hatton's metacognitive beliefs questionnaire, Trie-Schwert's perfectionism questionnaire, Petrineen wellbeing questionnaire. To analyze the data, descriptive and inferential statistics (structural equation modeling) were used. The findings showed that advanced students have more rational metacognitive beliefs and this is a factor in improving their educational well-being, teaching cognitive and metacognitive strategies can be important for increasing students' educational well-being. Finally, some suggestions are provided.