Abstract
Objectives The purpose of this study is to verify the mediating effects between metacognition, self-directedness, and learning strategies in high school students to determine which factors have an influence on which.
 Methods Data were collected from South Korean high school students through an online survey from May 19 to 27, 2023 using convenience sampling. Then it was analyzed for frequency, reliability, independent t-test, one-way analysis of variance(ANOVA), correlation and multiple regression using SPSS.
 Results Firstly, high positive correlations were found in all areas between metacognition, self-directedness and learning strategies. In addition, a significant positive correlation was also observed amogst the sub-factors. Secondly, the effect of self-directedness and learning strategies have on metacognition came out to be the most significant, leading to a parial mediating effect of learning strategies in the relationship between high school students' self-directedness and metacognition.
 Conclusions The partial mediating effect revealed the following relationship: the higher the self-directed learning ability, the more critical thinking is performed, which positively affects learning ability, thus ultimately enhances metacognition. Taking such interrelationship between the three factors into consideration, this study suggests the necessity to consider metacognition, self-directedness, and learning strategies comprehensively in order to maximize the effectiveness of learning in high school students. Furthermore, because self-directedness significantly influences metacognition, the educational environments and programs that encourage and support self-directed learning is once again highlighted.
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