The Predictive Role of Executive Functions and Positive Metacognitive Beliefs in Academic Engagement: The Mediating Role of Cognitive Resilience

Document Type : Research

Authors

1 Associate Professor, Department of Educational Psychology, Faculty of Educational Sciences and Psychology, Semnan University, Semnan, Iran.

2 2. Faculty of Educational Sciences and Psychology, Semnan University, Semnan, Iran.

10.30473/etl.2025.74605.4403

Abstract

The present study aimed to test the fitness of a proposed structural model of academic engagement based on executive functions and positive metacognitive beliefs, with cognitive resilience acting as a mediating variable in university students. This research was applied in purpose and correlational-descriptive in nature, utilizing structural equation modeling (SEM). The statistical population consisted of all students at Iran University of Medical Sciences during the academic year 2024–2025. A sample of 208 students was selected using cluster random sampling. Data were collected using the Academic Engagement Questionnaire (Reeve, 2013), the Cognitive Resilience Scale (Smith, 2015), the Positive Metacognitive Beliefs Scale (Wells, 1997), and the Executive Function Scale (Barkley, 2011). SPSS-26 and SmartPLS software were used for data analysis and model testing. Results revealed that executive functions, positive metacognitive beliefs, and cognitive resilience had significant direct effects on academic engagement. Executive functions and positive metacognitive beliefs also significantly predicted cognitive resilience. Moreover, indirect effects through cognitive resilience were significant for both executive functions and metacognitive beliefs on academic engagement. These findings support the influential roles of cognitive and metacognitive capabilities in promoting academic engagement and underscore the importance of strengthening cognitive resilience through educational interventions.

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