Designing a model of optimism of students based on Metacognitive beliefs and perceived competence

Experts believe that one of the most important ways of empowering students is using new methods of training based on principles and methods of Metacognitive. So, the aim of this study was determining a model to show the relationship between Metacognitive beliefs on perceived competence and optimism of high school students. This was an applied research with cross-correlation method. The samples of 280 students of high schools in Yazd were selected by random multistep method. In this model, the Metacognitive beliefs were considered an exogenous variable, perceived competence endogenous mediator variable and Optimism endogenous variable. Data were gathered by Demographic Questionnaire, Metacognitive Questionnaire (2004), Perceived Competence Scale for Children Harter (1982) and Optimism Questionnaire (Scheier & Carver, 1985). Data were analyzed by SPSS-18 (for Statistical Descriptive and exploratory factor analysis) and LISREL (for Structural Equation Modeling and Confirmatory factor analysis). Also, the mediating role of perceived competence was examined by Soble Test. The results showed that Metacognitive beliefs impact on perceived competence and also perceived competence has a direct and significant effect on optimism. Metacognitive beliefs impact on optimism of high school students through perceived competence. So, it can be inferred that if students have the lower negative metacognitive beliefs, they will deserve more competence perception. Also, the more students had lower negative metacognitive beliefs and richer competence for themselves, the more they are optimistic about the future