RT - Journal Article T1 - Developing a Causal Model of Academic Satisfaction Based on Academic Self-Confidence and Academic Optimism Mediated by Metacognitive Strategies of Male Students JF - Edu-Str-Med-Sci YR - 2021 JO - Edu-Str-Med-Sci VO - 14 IS - 2 UR - http://edcbmj.ir/article-1-2077-en.html SP - 10 EP - 19 K1 - _Academic Self-Confidence K1 - Academic Optimism K1 - Metacognitive Strategies K1 - Academic Satisfaction AB - Introduction: The purpose of the present study was to develop a causal model of academic satisfaction based on academic self-confidence and academic optimism mediated by cognitive strategies among male students. Methods: The research method was correlational descriptive type. The statistical population included male high school students in Hamedan in the academic year 2019-2020. The sample size consisted of 338 persons which were selected randomly through two-stage cluster sampling method. The research tools included Lent et al satisfaction questionnaire, Azadichr('39')s academic self-confidence, Tschannenā€Moran et al Academic Optimism Scale, and Karamichr('39')s meta-cognitive strategies. Data were, then analyzed by means of structural equation modeling approach. Results: The findings obtained from statistical analysis showed that there was a significant causal relationship between academic self-confidence and academic optimism with metacognitive strategies and academic satisfaction. It was also found that the causal relationship between metacognitive strategies and academic satisfaction was significant. Conclusion: Finally, the results emphasized the mediating role of metacognitive strategies in establishing the relationship between these variables. Based on the findings, it is suggested to use metacognitive strategies, academic self-confidence and academic optimism to increase studentschr('39') academic satisfaction. LA eng UL http://edcbmj.ir/article-1-2077-en.html M3 ER -