Investigating the Mediating Role of Learning Styles in Relationship Between Literacy Media with Academic Satisfaction of Students

The presentstudy aimed to determine the mediating role of learning styles in the relationship between media literacy and students' academic satisfaction. This study was of applied type and the method was descriptive-correlation based on structural equation modeling. The population of this study included all students of educational sciences in the electronic branch of Islamic Azad University during the academic year 2020-2021.A number of 204 students were selected as the sampleusing simple random sampling. The research tool included three standard questionnaires of learning styles by Felder and Solomon(1985), philosophical media literacy (1393) and academic satisfaction by Lent et al.(2005). The face and content validity of the questionnaires were confirmed according to the experts and their reliability wasconfirmed with Cronbach’s alpha coefficients0.76, 0.81, and 0.79, respectively.Hypothesis analysis was conducted in Smart PLS3 software based on structural equation modeling. The findings indicated that learning style is directly related to academic satisfaction, media literacy is directly related to academic satisfaction,media literacy is directly related to learning style,and learning style in relationto media literacy has a mediating effect on academic satisfaction. In other words, 45.3% of the total effect of media literacy on academic satisfaction is indirectly explained by the mediating variable of learning style.