خلاصة:
The aim of this research was to investigate the relationship of metacognitive beliefs with self-efficacy, happiness, and psychological well-being of distance learning school students in the academic year 95-96. The research is descriptive of the correlational type. The statistical population of the research included distance learning school students, from whom 210 individuals were selected using a multi-stage cluster sampling method. Data were collected using a metacognitive questionnaire, self-efficacy questionnaire, happiness questionnaire, and psychological well-being questionnaire, and were analyzed using the correlation coefficient with the help of SPSS-21 statistical software. The results of the research showed that metacognition has a significant positive correlation with self-efficacy, happiness, and psychological well-being (p < 0.05). Also, there is a difference between the happiness and self-efficacy scores of students who were at different levels of metacognition. Consequently, it can be stated that psychological well-being, metacognitive beliefs, and self-efficacy have a significant relationship with the happiness of distance learning students and require programs to expand and increase these abilities in students.
ملخص الجهاز:
Investigating the relationship between metacognitive beliefs with self-efficacy, happiness, and psychological well-being in distance learning school students Nasim Gholipour 1* 7.
Master of Clinical Psychology, Islamic Azad University, Ardabil, Iran Journal of Recent Advances in Behavioral Sciences, Volume 3, Number 20, June 2018, pages 51-64 Abstract The aim of this research was to investigate the relationship of metacognitive beliefs with self-efficacy, happiness, and psychological well-being of distance learning school students in the academic year 95-96.
The results of the research showed that metacognition has a significant positive correlation with self-efficacy, happiness, and psychological well-being (p < 0.
Consequently, it can be stated that psychological well-being, metacognitive beliefs, and self-efficacy have a significant relationship with the happiness of distance learning students and require programs to expand and increase this ability in students.
At the same time, this research showed that metacognition, after psychological well-being and self-efficacy, is a significant and positive predictor of distance learning and, in confirmation of previous findings (Schraw and Dennison, 1994; Plantts, 2000; Coutino, 2006), the use of metacognitive strategies can cause psychological well-being in students.
However, the findings of the present research confirm the view of social cognitive experts based on the role of self-efficacy in students' happiness.
Researchers in their study showed that metacognitive training has a positive effect on the happiness beliefs and well-being of high school students.
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