Iranian Journal of Learning and Memory

Abstract Objective: This study aimed to examine whether metacognition mediates the relationship between self-regulated learning strategies and problem-solving skills among upper-secondary students in Khorramabad. Self-regulated learning and problem-solving are recognized as essential for academic achievement, yet many students have not fully developed effective strategies in these areas.
Method: A descriptive-correlational design using structural equation modeling was employed. The sample consisted of 384 secondary school students selected through stratified random sampling. Data were collected using three standardized instruments: the Self-Regulated Learning Strategies Questionnaire, the Problem-Solving Inventory, and the Meta-Cognitions Questionnaire—Adolescent Version. Reliability and validity of the instruments were confirmed prior to analysis. The study tested the direct effect of self-regulated learning on metacognition and the mediating role of metacognition in problem-solving.
Results: The results indicated a significant direct effect of self-regulated learning strategies on metacognition (β = 0.357, t = 5.785) and a significant indirect effect on problem-solving through metacognition (β = 0.528, t = 13.855). The measurement and structural models demonstrated strong psychometric properties, with satisfactory factor loadings, composite reliability, and goodness-of-fit indices, confirming the stability and robustness of the observed relationships. Conclusions: Findings confirm that metacognition serves as a key mediator in transmitting the influence of self-regulated learning strategies to problem-solving performance. The results underscore the importance of developing educational programs that simultaneously enhance self-regulatory and metacognitive skills to improve students’ problem-solving abilities and academic outcomes. Limitations include the cross-sectional design, reliance on self-report measures, and the focus on one city, suggesting directions for future longitudinal and multi-context research.

Abstract This study explores the metacognitive abilities of students with high working memory capacity in the context of solving mathematical problems. The measuring instruments include two researcher-developed tests, a structured interview, and the Working memory index from the Wechsler Intelligence Scale. The total 262 nine-year-old female students from Tehran were randomly selected to participate in the study. From this group, 31 highly proficient students with strong working memory were selected. Data analysis indicated that the students rarely engaged in conscious retrieval of prior knowledge during problem-solving. Approximately 61% of participants showed no evidence of strategic effort when encountering unfamiliar mathematical tasks. Moreover, 90% reported that they never asked themselves reflective questions. While students recognized practice as a helpful factor, their approach was largely imitative, often modeled after teachers or parents. These findings suggest a predominant reliance on automatic, habitual strategies rather than deliberate, goal-directed engagement with the problem-solving process. The findings highlights a significance gap between cognitive capacity and metacognitive strategy use in high-working-memory students. Despite their cognitive advantage, these students rarely employed reflective practices when solving problems, indicating that current instructional approaches may emphasize rote repetition over strategic thinking. This tendency appears particularly pronounced within teacher-centered educational contexts. To address this imbalance, curricula should incorporate explicit metacognitive training, including guided strategy-transfer exercises, problem classification activities, and structured reflection protocols. Such interventions may enhance students’ ability to engage in adaptive problem-solving and could contribute to improved outcomes in international mathematics assessments, particularly within educational systems like Iran’s.

Abstract Today, education experts mostly aim to detect significant causal variables leading to students’ achievements in educational settings. The present study aimed to investigate the relationship between executive functions and self-regulated academic learning regarding the mediating role of metacognition and working memory among university students. This research was a correlational study using structural equation modeling. The statistical population included of all students of Shahid Chamran University of Ahvaz in the academic year 2018-2019. A total of 351 students were selected by multi-stage cluster random sampling. The research instrument included the Metacognitions Questionnaire (MCQ-30), Cognitive Abilities Questionnaire, the Self-Regulation Questionnaire (SRQ), and the Test of Information Processing Skills (TIPS). The collected data were analyzed using structural equation modeling. The findings revealed no significant and direct relationship between executive functions and self-regulated academic learning (P>0.05). However, there was a significant and direct relationship between executive functions with metacognition and working memory (p <0.01). Moreover, a significant relationship was observed between metacognition and working memory with academic self-regulated academic learning (p <0.01). In this regard, metacognition and working memory fully mediated the relationship between executive functions and self-regulated academic learning. The study findings provide university students and experts with an appropriate model since, as the theoretical foundations of the proposed model documented, academic achievement and well-being are mainly dependent on executive functions. Accordingly, metacognitive skills, including self-regulated academic learning, can be improved by promoting the executive functions among university students.