Developing a Causal Model of Academic Satisfaction Based on Academic Self-Confidence and Academic Optimism Mediated by Metacognitive Strategies of Male Students

The purpose of the present study was to develop a causal model of academic satisfaction based on academic self-confidence and academic optimism mediated by cognitive strategies among male students.

The research method was correlational descriptive type. The statistical population included male high school students in Hamedan in the academic year 2019-2020. The sample size consisted of 338 persons which were selected randomly through two-stage cluster sampling method. The research tools included Lent et al satisfaction questionnaire, Azadichrs academic self-confidence, Tschannen‐Moran et al Academic Optimism Scale, and Karamichrs meta-cognitive strategies. Data were, then analyzed by means of structural equation modeling approach.

The findings obtained from statistical analysis showed that there was a significant causal relationship between academic self-confidence and academic optimism with metacognitive strategies and academic satisfaction. It was also found that the causal relationship between metacognitive strategies and academic satisfaction was significant.

Finally, the results emphasized the mediating role of metacognitive strategies in establishing the relationship between these variables. Based on the findings, it is suggested to use metacognitive strategies, academic self-confidence and academic optimism to increase studentschracademic satisfaction.