Relationship between Metacognition and Academic Buoyancy: The Mediating Role of Motivational Regulation Strategies

This study was conducted aiming to investigate the mediating role of motivational regulation strategy in relationship between metacognition and academic buoyancy. The participants were 336 (170 women and 166 men) undergraduate students from Shiraz University selected by random multistage cluster sampling method. The participants completed three measures: Academic Buoyancy scale (Dehghanizadeh & Hosseinchari, 1391), Motivational Regulation Strategies Inventory (Wolters, 1999), and Metacognitive Awareness Inventory (Schraw & Dennison, 1994). Cronbach alpha coefficient was used to examine the reliability of the Scales. To determine the validity, confirmatory factor analysis was applied. The findings showed the reliability and validity of all instruments were at satisfactory level. The results indicated that the model had a good fitness with the data. Metacognition could predict academic buoyancy in a direct mannar. Moreover, motivational regulation strategy had a mediating role in relationship between metacognition and academic buoyancy. According to this reseach findings, it can be concluded that the metacognition can affect students’ academic buoyancy in a positive manner through increasing use of motivational regulation strategy.