Provide a causal model of the relationship between metacognitive beliefs and self-directed learning

The aim of this study was to provide a causal model of the relationship between metacognitive beliefs and selfdirected learning with the mediating role of academic selfefficacy of female high school students in Kaboud Rahang city.

The research method was descriptivecorrelational and the statistical population was all 1150 high school students in Kobur Ahang, of which 288 were selected using Morgan table by available sampling method. Data collection tools were standardized questionnaires of Beer and Montea (2010) metacognitive beliefs, Gagilmino (1977) selfdirected learning and Jenks and Morgan (1999) academic self-efficacy. Validity (content and structure) and reliability (Cronbach's alpha coefficient) of the questionnaires indicated that the measuring instruments had good validity and reliability.

The results of testing the hypotheses by SPSS and PLS software and using correlation tests and structural equation modeling showed that metacognitive beliefs have a positive and significant effect on self-directed learning. Metacognitive beliefs also have a positive and significant effect on students' self-directed learning. The effect of self-directed learning on academic self-efficacy is positive and significant. The results also showed that academic self-efficacy plays a mediating role in the relationship between metacognitive beliefs and self-directed learning.

Therefore, by strengthening metacognitive beliefs in students and, consequently, increasing their academic self-efficacy, it is possible to increase their self-directed learning.