The Mediating Role of Metacognition Between Executive Functions and Self-Regulated Learning in Students

The aim of this study was to determine the mediating role of metacognition between executive functions and self-regulated learning in students. This research was a correlation study using structural equation analysis. The statistical population of the study included all junior high school students i...

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Autor principal:	bagher sardari
Formato:	article
Lenguaje:	FA
Publicado:	Islamic Azad University, Tabriz Branch 2021
Materias:	executive functions self-regulated learning metacognition Education L Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/c2b6b14cb84c4e03bacbb0e0d5ae078c
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spelling	oai:doaj.org-article:c2b6b14cb84c4e03bacbb0e0d5ae078c2021-11-09T05:54:04ZThe Mediating Role of Metacognition Between Executive Functions and Self-Regulated Learning in Students2345-62992476-562710.30495/jinev.2021.683373https://doaj.org/article/c2b6b14cb84c4e03bacbb0e0d5ae078c2021-05-01T00:00:00Zhttp://jinev.iaut.ac.ir/article_683373_ef0636cfc3365fd3d86048c2e84b409c.pdfhttps://doaj.org/toc/2345-6299https://doaj.org/toc/2476-5627The aim of this study was to determine the mediating role of metacognition between executive functions and self-regulated learning in students. This research was a correlation study using structural equation analysis. The statistical population of the study included all junior high school students in Mako city of 5000 people. From this population, 370 people were selected by stepwise cluster sampling using Sloven formula. Data collection tools included Wisconsin Card Classification Test (WCST), Self-Regulated Learning (MSLQ), and Metacognitive Beliefs (MCQ). Data analysis was performed using Pearson correlation and structural equation analysis. Data analysis showed that the direct path from executive functions to self-regulated learning, and metacognitive beliefs, and the direct path from metacognitive beliefs to self-regulated learning were statistically significant. Also, executive function indirectly predicts self-regulated learning through metacognition (p <0.05). According to the results, it can be argued that executive functions directly and also indirectly through metacognition play an important role in students' self-regulated learningbagher sardariIslamic Azad University, Tabriz Brancharticleexecutive functionsself-regulated learningmetacognitionEducationLSpecial aspects of educationLC8-6691FAآموزش و ارزشیابی, Vol 14, Iss 53, Pp 133-157 (2021)
institution	DOAJ
collection	DOAJ
language	FA
topic	executive functions self-regulated learning metacognition Education L Special aspects of education LC8-6691
spellingShingle	executive functions self-regulated learning metacognition Education L Special aspects of education LC8-6691 bagher sardari The Mediating Role of Metacognition Between Executive Functions and Self-Regulated Learning in Students
description	The aim of this study was to determine the mediating role of metacognition between executive functions and self-regulated learning in students. This research was a correlation study using structural equation analysis. The statistical population of the study included all junior high school students in Mako city of 5000 people. From this population, 370 people were selected by stepwise cluster sampling using Sloven formula. Data collection tools included Wisconsin Card Classification Test (WCST), Self-Regulated Learning (MSLQ), and Metacognitive Beliefs (MCQ). Data analysis was performed using Pearson correlation and structural equation analysis. Data analysis showed that the direct path from executive functions to self-regulated learning, and metacognitive beliefs, and the direct path from metacognitive beliefs to self-regulated learning were statistically significant. Also, executive function indirectly predicts self-regulated learning through metacognition (p <0.05). According to the results, it can be argued that executive functions directly and also indirectly through metacognition play an important role in students' self-regulated learning
format	article
author	bagher sardari
author_facet	bagher sardari
author_sort	bagher sardari
title	The Mediating Role of Metacognition Between Executive Functions and Self-Regulated Learning in Students
title_short	The Mediating Role of Metacognition Between Executive Functions and Self-Regulated Learning in Students
title_full	The Mediating Role of Metacognition Between Executive Functions and Self-Regulated Learning in Students
title_fullStr	The Mediating Role of Metacognition Between Executive Functions and Self-Regulated Learning in Students
title_full_unstemmed	The Mediating Role of Metacognition Between Executive Functions and Self-Regulated Learning in Students
title_sort	mediating role of metacognition between executive functions and self-regulated learning in students
publisher	Islamic Azad University, Tabriz Branch
publishDate	2021
url	https://doaj.org/article/c2b6b14cb84c4e03bacbb0e0d5ae078c
work_keys_str_mv	AT baghersardari themediatingroleofmetacognitionbetweenexecutivefunctionsandselfregulatedlearninginstudents AT baghersardari mediatingroleofmetacognitionbetweenexecutivefunctionsandselfregulatedlearninginstudents
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The Mediating Role of Metacognition Between Executive Functions and Self-Regulated Learning in Students

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