عنوان مقاله [English]
The aim of the present study was to develop an academic engagement model based on learning strategies and and meta-cognitive awareness with regard to the mediator role of Motivational Beliefs within high schools in Kermanshah-3- distrinct, Iran. The research method was correlation (structural equation modeling). Moreover, the statistical population imcluded all female students in district 3 of Kermanshah during 1396-97 academic years, and 375 of whom were selected through stratified random sampling. Then, data was collected by academic engagement of Pentrej et al questionnaire (1991), Mokhtari and Richard Metacognitive Awareness Questionnaire (2002), Flavel Meyer-Wayne of learning strategies Inventory (1988) andPentrich & De Groot Motivational Beliefs Questionnaire (1990). Multiple Regression and Structural Equation Modeling were used to evaluate the obtained findingsindings. The results showed that learning strategies had directly the power of academic pre-engagement. Although, metacognitive awareness were not capable to directly predict academic engagement. Also, motivational beliefs had an intermediate role among learning strategies and meta-cognitive awareness with academic engagement.
Finally, the result showed that the research conceptual model has a proper relationship with the collected data and the coefficient between variables was significant at a level of 0.05. Therefore, educational environments should seek to foster academic structures regarding to students’ academic enthusiastic achivements.
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