Teaching and Learning Research 2345-2196 18 2 2022 02 20 Students' Academic Self-Efficacy Model: Role of Metacognition and Meta-Emotion with Mediating of Self-Directed Learning Students' Academic Self-Efficacy Model: Role of Metacognition and Meta-Emotion with Mediating of Self-Directed Learning 144 156 4037 10.22070/tlr.2023.13622.1029 FA Mahsa Alamolhoda MA of Educational Psychology, Department of Psychology, Urmia Branch, Islamic Azad University, Urmia, Iran Ali Zeinali Associate Professor, Department of Psychology, Khoy Branch, Islamic Azad University, Khoy, Iran 0000-0001-8062-964X Journal Article 2020 11 19 <strong>Introduction:</strong> This research aims to study the role of the metacognition and meta-emotion of students' academic self-efficacy with the mediation of self-directed learning.<br /><strong>Method:</strong> The cross-sectional research method was correlational. The research population was all 27,863 secondary school students in Urmia city in the academic year of 2018-2019. Based on Cochran's formula, 379 students were selected as a sample by cluster sampling method, respecting gender ratio, educational level, and district. The research tools were McIlroy and Bunting's academic self-efficacy questionnaire (2002), O'Neill and Abedi's metacognition inventory (1996), Mitmansgruber et al.'s emotional questionnaire (2009), and Fisher et al.'s self-directed learning scale (2001). Data were analyzed by structural equation modeling using path analysis in LISREL-8.8 software.<br /><strong>Results: </strong>The findings showed that metacognition and positive meta-emotion have a direct and positive effect on self-directed learning and academic self-efficacy. Negative meta-emotion has a direct and negative effect on self-directed learning and academic self-efficacy. Self-directed learning has a direct and positive effect on academic self-efficacy. Also, metacognition and positive meta-emotion have an indirect and positive effect on academic self-efficacy through the mediation of self-directed learning. Negative meta-emotion through the mediation of self-directed learning had an indirect and negative effect on academic self-efficacy (P<0.05).<br /><strong>Discussion and Conclusion</strong>:<strong> </strong>Therefore, to improve students' academic self-efficacy, programs can be designed and implemented through educational workshops to increase metacognition and positive meta-emotion and reduce negative meta-emotion <strong>Introduction:</strong> This research aims to study the role of the metacognition and meta-emotion of students' academic self-efficacy with the mediation of self-directed learning.<br /><strong>Method:</strong> The cross-sectional research method was correlational. The research population was all 27,863 secondary school students in Urmia city in the academic year of 2018-2019. Based on Cochran's formula, 379 students were selected as a sample by cluster sampling method, respecting gender ratio, educational level, and district. The research tools were McIlroy and Bunting's academic self-efficacy questionnaire (2002), O'Neill and Abedi's metacognition inventory (1996), Mitmansgruber et al.'s emotional questionnaire (2009), and Fisher et al.'s self-directed learning scale (2001). Data were analyzed by structural equation modeling using path analysis in LISREL-8.8 software.<br /><strong>Results: </strong>The findings showed that metacognition and positive meta-emotion have a direct and positive effect on self-directed learning and academic self-efficacy. Negative meta-emotion has a direct and negative effect on self-directed learning and academic self-efficacy. Self-directed learning has a direct and positive effect on academic self-efficacy. Also, metacognition and positive meta-emotion have an indirect and positive effect on academic self-efficacy through the mediation of self-directed learning. Negative meta-emotion through the mediation of self-directed learning had an indirect and negative effect on academic self-efficacy (P<0.05).<br /><strong>Discussion and Conclusion</strong>:<strong> </strong>Therefore, to improve students' academic self-efficacy, programs can be designed and implemented through educational workshops to increase metacognition and positive meta-emotion and reduce negative meta-emotion https://tlr.shahed.ac.ir/article_4037_9f0a50b6ab7c2a92b10d9f1556b2a4c2.pdf