The Modeling of Relationship Between Metacognitive Beliefs by Mediating Perceptions of the Classroom on Students' Academic vitality

Abstract Introduction: Academic vitality is one of the important variables in academic achievement, which is influenced by several factors. Therefore, this study was conducted with the aim of modeling academic vitality based on meta-cognitive beliefs by mediating perceptions of classroom environment in students. Method: The research design was a correlation research based on the structural equation modeling method. The statistical population of this study consisted of all female students of the 10th and 11th grade students of Fereydoun Nazarard in the academic year 98-97. 342 students were selected by stratified random sampling. To collect data, the study was conducted by Hussein Chari and Dehghanizadeh (1391) Wales meta cognitive beliefs (1997) and Jennetry et al. (2002) used. Data were analyzed using descriptive statistics and structural equation modeling (SEM). Results: The results of the findings showed that the research model is fit and 35% academic vitality can be explained by metacognitive beliefs and perceptions of the classroom environment. Also, there was a significant negative correlation between metacognitive beliefs and academic vitality, and there was a significant positive correlation between perception of classroom environment and academic vitality. Conclusion: The results of this study indicate the importance of the role of meta-cognitive beliefs and perceptions of the classroom environment in predicting studentschr('39') academic vitality. Regarding the results, implementing programs to improve meta-cognitive beliefs and enhancing the correct perception of classroom environments in students can help improve and increase academic vitality.