The role of metacognitive beliefs on academic self-efficacy with the mediating variable of working memory in Tehran students

Document Type : Original Article

Authors

1 Lecturer at Farhangian University of Tehran, Faculty of Physical Education and Sports Sciences, Farhangian University, Tehran, Iran

2 Assistant Professor, Payam Noor University, Tehran, Iran.

3 M.A Educational Psychology, Payam Noor University, Tehran, Iran

Abstract

Objective: The aim of this study was to examine the role of metacognitive beliefs on academic self-efficacy, with working memory as a mediating variable, among students in Tehran.
Methods: The research employed a descriptive-correlational method using structural equation modeling. The study's population comprised all high school students in Tehran academic of 1401-1402. A multistage cluster sampling method was used, and the sample size was estimated to be 384 individuals.To collect data, standardized questionnaires were utilized, including the Metacognition Questionnaire by Wells and Hoath (1997), the Self-Efficacy Scale by Scherer (1982), and the Working Memory Questionnaire by Daneman and Carpenter (1980). For data analysis, we employed descriptive statistics, including the calculation of mean and standard deviation. For inferential statistics, Pearson correlation and structural equation modeling were utilized, using the software packages AMOS 23 and SPSS 26.
Results: The findings indicated that metacognitive beliefs have a direct, positive, and significant effect on the academic self-efficacy of students.The findings also showed that working memory plays a significant mediating role in predicting academic self-efficacy based on the metacognitive beliefs of students in Tehran (p < 0.05).
Conclusion: This result indicates that working memory plays an important role in better learning and the utilization of metacognitive strategies. Therefore, considering the results of this study, it is recommended that metacognitive strategies be included in the educational curriculum for students, and that they become acquainted with these strategies right from the beginning of their time in the classroom, tailored to their needs and level of understanding.

Keywords

Interdisciplinary Studies in Education
Volume 3, Issue 3 - Serial Number 8
February 2025
Pages 51-76

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