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

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.