:: Volume 14, Issue 3 (7-2021) ::
Educ Strategy Med Sci 2021, 14(3): 151-160 Back to browse issues page
The Modeling of Academic Vitality Based on Metacognitive Beliefs with Mediating Role of Academic Engagement
Atefe Najafipor divkolaei1 , Ali Khanekashi 2, Alireza Homayoni
1- azad
2- , khanekashi@gmail.com
Abstract:   (935 Views)
Introduction: very variables have a role in improve the academic vitality of students. therefore, this study was conducted with the aim of modeling academic vitality based on metacognitive beliefs and mediating the academic engagement in students.
Methods: The research design was a correlation research based on the structural equation modeling method. The statistical population of this study was all female primary school students of the Tenth and eleventh grade of high school in Fereydunkenar in the academic year of 2018-2019 to  601 people. 342 people were selected by stratified random sampling method. To collect data, the educational vitality questionnaire of Hossein Chari and Dehghanizadeh (2012) and Wales meta cognitive beliefs (1997) and Zarang academic engagement (2012) were used. Descriptive statistics and structural equation modeling (SEM) were used to analyze the data.
Results: The results showed that six ethical, economic, social, religious, aesthetic and political dimensions are the central dimensions of organizational value management, each of which includes components and indicators that are discussed in detail in the study.
Conclusion: results of the research showed that the research model is fit and 37% of academic vitality can be explained by metacognitive beliefs and academic engagement. There was a significant negative correlation between metacognitive beliefs and academic vitality, and there was a significant positive correlation between academic engagement and academic vitality.
Keywords: Academic vitality|Academic engagement ,
Full-Text [PDF 568 kb]   (338 Downloads)    
Article Type: Original Research | Subject: Theories of Learning and Teaching in Medical Sciences
Received: 2019/02/25 | Accepted: 2019/07/8 | Published: 2021/07/1


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Volume 14, Issue 3 (7-2021) Back to browse issues page