Document Type : Original Article
Using Structural Equation Modeling, the present study was an attempt to investigate the relationship between knowledge and metacognitive skills with self-regulated learning strategies with regard to the mediatory epistemological beliefs among students in University. Population consisted of all first year undergraduate students of different courses. Samples were selected according to cluster sampling method and Morgan’s table was used to determine sample size (300 individuals). Data collection was done through the use of Schommer’s Epistemological Questionnaire (EQ), Metacognitive Awareness Inventory (MAI), and Motivational Strategies for Learning Questionnaire (MSLQ), and Metacognitive Skills Questionnaire. The results of structural modeling analysis revealed that metacognitive skills had the highest direct effect (&beta=0/70) and total impact (&beta=0/75) on learning strategies. While metacognitive knowledge had the highest indirect impact (&beta=0/53) on learning strategies. And the impact of epistemological beliefs on learning strategies was (&beta=0/12) negative. The least indirect impact was the impact of metacognitive skills on learning strategies (&beta=0/05). Generally these variables explain 0/62 rate of learning strategies’ variance. Therefore, it could be claimed that metacognitive knowledge, metacognitive skills and epistemological beliefs may be effective on self-regulated learning strategies among university students.