Investigating the mediating role of metacognitive strategies In the relationship between epistemological beliefs and self-directed learning in students

Abstract

The aim of this study was to determine the effect of epistemological beliefs and metacognitive strategies on self-directed learning in students in the academic year 1398-99. The research was a descriptive-correlational study. The statistical population of the study included all high school students in Chaypareh city with 1900 people. From this population, a sample of 320 people were selected using Morgan table using stepwise cluster sampling. Data collection tools included Schumer (1993) Epistemological Questionnaire, Fisher, King & Tago (2001) Self-Guided Learning Scale and O'Neill & Abedi (1996) Metacognitive State Questionnaire. Data analysis was performed using regression analysis and path analysis methods. Findings showed that epistemological beliefs can explain 19% of the variance of metacognitive strategies in a negative way and also, variables of epistemological beliefs in a negative way and metacognitive strategies in a positive way can simultaneously explain 34% of the variance of self-directed learning; Also, metacognitive strategies play a significant mediating role in the relationship between epistemological beliefs and self-directed learning (P <0.05). According to the findings, it can be raised. The direct path from epistemological belief to self-directed learning and metacognitive strategies as well as the direct path from metacognitive strategy to self-directed learning are statistically significant. Therefore, it can be argued that epistemological beliefs in a negative way and metacognitive strategies in a positive way are able to predict students' self-directed learning.