Conceptual Model of the Relationship Between Metacognitive Learning Strategies and Meta-Emotion with Academic Engagement in Students with High and Low Anxiety Levels
Keywords:
Metacognitive strategies, metaemotion, academic preoccupation, test anxiety, conceptual model.Abstract
Objective: The aim of this study was to examine the conceptual model of the relationship between metacognitive learning strategies and meta-emotion with academic engagement in students with high and low levels of anxiety.
Methods and Materials: This research employed a descriptive-correlational design using structural equation modeling (SEM) and is classified as an applied study in terms of its objectives. The statistical population included all senior secondary school students in Torbat Heydariyeh during the 2023–2024 academic year, totaling 12,713 individuals. Using G*Power software, the sample size was determined to be 372 students, selected through multistage cluster sampling while maintaining area proportionality. The research instruments included the Metacognitive Strategies Questionnaire by Karimi (2002), the Meta-Emotion Questionnaire by Mitmansgruber (2009), and the Test Anxiety Questionnaire (TA, 1996). The conceptual model's fit indices regarding the relationship between metacognitive learning strategies and meta-emotion with academic engagement were analyzed. The results indicated that the model had sufficient predictive power for the dependent variables. Furthermore, the model was tested using factor analysis through SmartPLS software.
Findings: Findings revealed that the relationship between metacognitive learning strategies and academic engagement was direct and positive. The relationship between positive meta-emotion and academic engagement was also found to be direct and positive at the 0.05 significance level. Conversely, the relationship between negative meta-emotion and academic engagement was direct and negative at the 0.05 significance level. However, the relationship between test anxiety and academic engagement was not statistically significant at the 0.05 level. Additionally, test anxiety did not have a significant moderating effect on the relationship between metacognitive learning strategies and academic engagement.
Conclusion: The final conclusion indicated that designing, training, and practicing the use of metacognitive and meta-emotional strategies enhances students’ academic engagement.
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Copyright (c) 2025 Toktam Sadat Jafar Tabatabaei, Fatemeh Shahabizade, Jalil Jarahi Friz (Author); Soroush Najafzade
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