Developing a Cognitive–Emotional Model of Academic Guidance among Secondary School Students: The Mediating Role of Self-Regulated Learning Strategies and Academic Self-Efficacy
Keywords:
Academic guidance, academic self-efficacy, cognitive-emotional model, self-regulated learning, student, high schoolAbstract
Objective: This study aimed to examine the mediating role of self-regulated learning strategies and academic self-efficacy in the relationship between cognitive and emotional factors and academic guidance among secondary school students.
Methodology: A descriptive–correlational design was employed using structural equation modeling with a partial least squares approach. The study population comprised male and female junior secondary school students, from whom 384 participants were selected through multistage random cluster sampling. Data were collected using standardized questionnaires assessing intelligence, learning styles, motivation, achievement emotions, academic self-efficacy, self-regulated learning, and academic guidance, and analyzed using SPSS and SmartPLS software.
Findings: Inferential results indicated that cognitive and emotional factors had significant direct effects on self-regulated learning strategies, academic self-efficacy, and academic guidance. Self-regulated learning strategies significantly predicted academic self-efficacy and academic guidance, while academic self-efficacy also had a significant effect on academic guidance. The mediating roles of self-regulated learning strategies and academic self-efficacy were confirmed.
Conclusion: The findings highlight the central role of self-regulated learning strategies and academic self-efficacy in strengthening academic guidance processes among secondary school students.
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Copyright (c) 2025 Adeleh Farajpoor, Mojtaba Tamadoni, Alireza Mohammadi Arya (Author)
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