Students' Academic Self-Efficacy Model: Role of Metacognition and Meta-Emotion with Mediating of Self-Directed Learning

This research aims to study the role of the metacognition and meta-emotion of students' academic self-efficacy with the mediation of self-directed learning.

The cross-sectional research method was correlational. The research population was all 27,863 secondary school students in Urmia city in the academic year of 2018-2019. Based on Cochran's formula, 379 students were selected as a sample by cluster sampling method, respecting gender ratio, educational level, and district. The research tools were McIlroy and Bunting's academic self-efficacy questionnaire (2002), O'Neill and Abedi's metacognition inventory (1996), Mitmansgruber et al.'s emotional questionnaire (2009), and Fisher et al.'s self-directed learning scale (2001). Data were analyzed by structural equation modeling using path analysis in LISREL-8.8 software.

The findings showed that metacognition and positive meta-emotion have a direct and positive effect on self-directed learning and academic self-efficacy. Negative meta-emotion has a direct and negative effect on self-directed learning and academic self-efficacy. Self-directed learning has a direct and positive effect on academic self-efficacy. Also, metacognition and positive meta-emotion have an indirect and positive effect on academic self-efficacy through the mediation of self-directed learning. Negative meta-emotion through the mediation of self-directed learning had an indirect and negative effect on academic self-efficacy (P<0.05).

Therefore, to improve students' academic self-efficacy, programs can be designed and implemented through educational workshops to increase metacognition and positive meta-emotion and reduce negative meta-emotion