Investigating the Relationship Between Metacognitive Strategy and Problem Solving with the Role of Mediating Creative Mindsets and Divergent Thinking in Students

The present study aimed to examine the relationship between metacognitive strategies and problem solving with the role of mediating creative mindsets and divergent thinking in undergraduate students at Lorestan University. The method this research is basic in terms of its purpose and descriptive-correlational in terms of the method of collecting structural equation modeling data. The statistical population in the research included all students of Lorestan University in the academic year 2022-2023 in the number of 4439 of which 375 people were cluster randomly as a sample. In this research, problem solving inventory parker's (1997), cognition and metacognition strategies questionnaire of McInroy and Dawson (2004), creative mindset scale Karwowski (2014) and learning style inventory Kolb (1985) questionnaire were used to collected information. Data analysis use of SPSS-26 software and structural equation modeling in AMOS-24. The results show that a significant direct positive effect of metacognitive strategies on problem solving among students. Also, creative mindsets and divergent thinking the has a significant direct effect on the problem solving among students. Additionally, metacognitive strategies has a significant indirect effect on problem solving through creative mindsets (β=0.483) and metacognitive strategies has a significant indirect effect on problem solving through divergent thinking (β=0.054). The results show that creative mindsets and divergent thinking have a mediating positive and significant effect the relationship between metacognitive strategies and problem solving.