Relationships between metacognitive knowledge and school well-being: Meditating role of academic emotions

  The purpose of this study was to investigate the mediating role of academic emotions in the relationship between metacognitive knowledge and school well-being in a causal model. The method of the study was a descriptive-correlation and statistical population consisted of all girl and boy students from Second high school in the city of Lordegan in the 2016-17 academic year (3008 participants), from which 456 students were selected through multistage cluster sampling. For collecting data, used Metacognitive Awareness Questionnaire Shraw & Dennison (1994), Guilt and Shame Scale Thompson, Sharp, & Alexander (2008), hope subscale of Academic Emotions Questionnaire Pekrun (2005), and School Well-Being Scale Kaplan & Maehr (1999), from which 42 questionnaires were removed from the analysis as being had outliers and missing data. Research hypothetical model was tested through path analysis and AMOS software. Data analysis showed that metacognitive knowledge had direct effect on school well-being) β= 0.19, P= 0.001). It also showed that guilt emotion had direct and positive effect on school well- being) β= 0.21, P= 0.001). The Bootstrap results showed the mediating role of academic emotions in relationship between metacognitive knowledge and school well-being (β= 0.51, P= 0.001). In a way that metacognitive knowledge led to increasing school well-being through increasing hope and guilt emotions and reducing shame emotion. Conclusion It is suggested that metacognitive knowledge be taught to students to upgrade school well-being through increasing hope and guilt emotions and reducing shame emotion.