Investigating the relationship between metacognitive beliefs and personality dimensions with students' academic performance through the mediation of learning styles
Document Type : Original Article
Authors
1 Education Department
2 Gilan Education Department
10.22098/pbeo.2025.16713.1054
Abstract
Objective : Students' academic performance has always been of interest to education experts as an indicator of future success in education, society, and personal life. The present study aimed to investigate the mediating role of learning styles in the relationship between metacognitive beliefs and personality dimensions with students' academic performance.
Methods: The research method was descriptive, correlational, and the statistical population included all female high school students in Astana Ashrafiyeh in the academic year 1402-1403, totaling 1211 people, of whom 292 were selected based on multi-stage sampling. To collect data, Wells' metacognitive beliefs questionnaire(1997), Costa and McCrae's personality dimensions(1992), Pham and Taylor's academic performance(1999), and Towler and Deepboy's learning styles(2003) were used. Data analysis was performed using the structural equation modeling method using SPSS-22 and AMOS18 software.
Results: Data analysis was performed using the structural equation modeling statistical method using SPSS-22 and AMOS18 software. The results showed that metacognitive beliefs and personality dimensions have an indirect effect on academic performance through learning styles. In addition, metacognitive beliefs, personality dimensions, and learning styles each have a positive and significant relationship with academic performance(P<0.05).
Conclusion: The results show that stronger metacognitive beliefs and personality dimensions lead to more precise planning, identification of specific goals, awareness of learning activities, and recognition of strengths and weaknesses in learners. To improve academic performance and prevent decline, it is essential to pay attention to metacognitive factors, personality traits, and learning styles of students.
Methods: The research method was descriptive, correlational, and the statistical population included all female high school students in Astana Ashrafiyeh in the academic year 1402-1403, totaling 1211 people, of whom 292 were selected based on multi-stage sampling. To collect data, Wells' metacognitive beliefs questionnaire(1997), Costa and McCrae's personality dimensions(1992), Pham and Taylor's academic performance(1999), and Towler and Deepboy's learning styles(2003) were used. Data analysis was performed using the structural equation modeling method using SPSS-22 and AMOS18 software.
Results: Data analysis was performed using the structural equation modeling statistical method using SPSS-22 and AMOS18 software. The results showed that metacognitive beliefs and personality dimensions have an indirect effect on academic performance through learning styles. In addition, metacognitive beliefs, personality dimensions, and learning styles each have a positive and significant relationship with academic performance(P<0.05).
Conclusion: The results show that stronger metacognitive beliefs and personality dimensions lead to more precise planning, identification of specific goals, awareness of learning activities, and recognition of strengths and weaknesses in learners. To improve academic performance and prevent decline, it is essential to pay attention to metacognitive factors, personality traits, and learning styles of students.
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