The Effectiveness of Cognitive and Metacognitive Strategies Teaching on Academic Motivation, Academic Engagement and Quality of Life in School of Students with Specific Learning Disorder in Hamadan City

This research was conducted with the purpose of mediating the role of mindfulness in the relationship between cognitive abilities and wisdom in students.

The cross-sectional research method was correlational. The statistical population of this research was made up of all the students of the free universities of Tehran province in the academic year 2021-2022, of which 380 people were selected by multi-stage cluster sampling method. In this research, tools of wisdom (Ardelt, 2003), cognitive abilities (Najati, 2013) and mindfulness (Ryan and Brown, 2003) were used, all of which had acceptable validity and reliability. In order to analyze the data, structural equation modeling was used with SPSS-V23 and Lisrel-V8.8 software.

The research findings showed that the model has a good fit. Also, the findings showed that cognitive abilities had a direct effect on the wisdom of students; The effect of cognitive abilities on wisdom directly (t = 11.33 and β = 0.73) and indirectly cognitive abilities on students' wisdom through mindfulness was confirmed with 95% confidence.

According to the findings, the results show that increasing the variables of cognitive abilities and mindfulness can be expected to increase wisdom in students.