The causal model of learning strategies (cognitive and metacognitive) mediated by academic hope for academic self-efficacy in shiraz high school students

This study aimed to explain the causal model between self-regulated learning and self-efficacy with the mediating role of academic hope in high school students. The research method was descriptive and correlational and the sample size was 558 (248 girls and 310 boys) of second high school students (tenth, eleventh and twelfth grade) of Shiraz city in 2018-2019 who were chosen through Multi stage cluster random sampling. The instruments used in this study were: Pintrich and DeGrot (1990) Self-Regulated Learning Strategies Scale, Sohrabi & Samani Academic Hope Scale (2011) and Jinks and Morgan Student Self-Efficacy Scale (1999).In addition to descriptive statistics (mean, standard deviation and correlation matrix), inferential statistics (path analysis) in lisrel software were used to analyze the data collected from the sample population. The results of this study showed that: Academic hope plays a significant mediating role in the relationship between self-regulated learning and academic self-efficacy. Also, the causal model presented for learning self-regulation and self-efficacy with the mediating role of academic hope fits well. The results of this study can be used by teachers, school counselors and educational psychologists to increase students' self-efficacy and its effective factors.