Development of a causal model of academic satisfaction based on academic self-confidence and academic optimism mediated by metacognitive strategies and its effectiveness on academic Self-actualization of first year high school male students in Hamadan

The aim of this study was to investigate the development of a causal model of academic satisfaction based on academic self-confidence and academic optimism through the mediation of metacognitive strategies and its effectiveness on academic Self-actualization of male high school students in Hamadan. This research was conducted in two stages. The research method was descriptive-correlational in the first stage. The second stage was a quasi-experimental research method with a pretest-posttest design with a control group. Using the available sampling method, in the first study, 338 people were selected as the statistical sample size based on Morgan table, and in the second study, 30 people (15 people in the experimental group and 15 people in the control group) were selected as the statistical sample size. ) were chosen. The experimental group received 10 sessions of 90 minutes and the control group did not receive training. Research tools in this study include the standard questionnaire of student satisfaction (Lent, 2017), the questionnaire of academic self-confidence (Azadi, 1394), the questionnaire of academic optimism (Schennemoran et al., 2018), the questionnaire of academic Self-actualization (Silson and Salasi, 2003) and The questionnaire was metacognitive strategies (Karami, 2015). In this study, structural equation modeling and analysis of covariance were used to analyze the data. It should be noted that these analyzes were performed with the help of SPSS and AMOS software version 23 at the error level of 0.05. Findings showed that academic self-confidence and academic optimism have a significant causal relationship with metacognitive strategies and academic satisfaction. It was also found that the causal relationship between metacognitive strategies and academic satisfaction is significant. Finally, the results confirmed the mediating role of metacognitive strategies in the relationship between these variables. The results also showed that the educational program based on academic satisfaction is effective on students' academic Self-actualization.