The Mediating Role of Academic Possible Selves in the Relationship of Self-regulated Learning with Metacognition and Sense of Agency

The purpose of this study was to investigate the mediating role of academic possible selves in the relationship of self-regulated learning with metacognition and sense of agency. The statistical population of the present study was all high school students of Bukan city, 591 of whom were selected using convenience sampling method. The research data was analyzed through standard questionnaires in SPSS and AMOS software. The results showed that the direct effects of sense of agency on possible selves, metacognition on possible selves, sense of agency on self-regulated learning, metacognition on self-regulated learning, and possible selves on self-regulated learning are significant. Furthermore, the indirect effects of the sense of agency and metacognition with the mediation of possible selves on self-regulation learning were not significant. Therefore, providing educational programs based on metacognition, sense of agency and possible academic selves can help improve self-regulation learning in students.