Presentation of a Model of Relationships between Cognitive Emotion Regulation, Metacognitive Beliefs, and Metacognitive Awareness: The Mediating Role of Goal Orientation and Self-Efficacy among Young Female Students

Authors

    Fahimeh Rajabi * Faculty member of the Department of Educational Sciences, Payame Noor University, Tehran, Iran rajbi.fahime@yahoo.com
    Horeye Bayramnejad Faculty member of Psychology Department, Payame Noor University, Tehran, Iran
    Parvaneh Doodman Faculty member of the Department of Educational Sciences, Payame Noor University, Tehran, Iran
    Sadegheh Salmanpour Faculty member of the Department of Educational Sciences, Payame Noor University, Tehran, Iran
https://doi.org/10.61838/kman.pwj.5.2.12

Keywords:

Metacognitive Awareness, Metacognitive Beliefs, Cognitive Emotion Regulation, Goal Orientation, Self-Efficacy

Abstract

Objective: The present study aimed to present a model of the relationships between cognitive emotion regulation, metacognitive beliefs, and metacognitive awareness, considering the mediating role of goal orientation and self-efficacy among young female students at Shiraz University of Medical Sciences.

Methods and Materials: This applied research utilized a descriptive correlational method of path analysis. The statistical population comprised all undergraduate female students (School of Public Health and Environment) at Shiraz University of Medical Sciences, totaling approximately 2,422 individuals. A sample size of 480 students was selected using stratified random sampling based on Morgan's table. The data collection tool was a standardized questionnaire whose validity was confirmed by experts, and its reliability was verified through a pilot study and Cronbach's alpha calculation.

Findings: The findings indicated that four factors—metacognitive beliefs, cognitive emotion regulation, goal orientation, and self-efficacy—had a significant impact on students' metacognitive awareness in the English language course. Among the endogenous variables, self-efficacy had the greatest effect (0.19), while metacognitive beliefs had the least effect (0.164) on the variable of metacognitive awareness.

Conclusion: Overall, it must be acknowledged that given the goodness-of-fit indices and the comprehensive evaluation of the model within the studied group, the proposed model demonstrated suitable fit indices and can be utilized in decision-making and policy-making processes.

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Published

2024-04-01

How to Cite

Rajabi, F., Bayramnejad, H. ., Doodman, P. ., & Salmanpour, S. (2024). Presentation of a Model of Relationships between Cognitive Emotion Regulation, Metacognitive Beliefs, and Metacognitive Awareness: The Mediating Role of Goal Orientation and Self-Efficacy among Young Female Students. Psychology of Woman Journal, 5(2), 89-97. https://doi.org/10.61838/kman.pwj.5.2.12

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