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.