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

Introduction: 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. Methods: 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, Azadichr(chr(chr('39')39chr('39'))39chr(chr('39')39chr('39')))s academic self-confidence, Tschannen‐Moran et al Academic Optimism Scale, and Karamichr(chr(chr('39')39chr('39'))39chr(chr('39')39chr('39')))s meta-cognitive strategies. Data were, then analyzed by means of structural equation modeling approach. Results: 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. Conclusion: 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 studentschr(chr(chr('39')39chr('39'))39chr(chr('39')39chr('39'))) academic satisfaction.