Sports Psychology

Sports Psychology

Structural Relationship of Metacognitive Beliefs on Academic Motivation of Student Athletes: The Mediating Role of Achievement Goals

Document Type : Original Article

Authors
Akbar Mahdavi Ghareh Aghaj olya 1
Mehrdad Moharramzadeh 2
Abbas Naghizadeh Baghi 3
Leila Naghavi 4
1 Ph.D student of Sport Management , University of Mohaghegh Ardabili, Ardabil, Iran.
2 Professor of Sports Management, University of Mohaghegh Ardabili , Ardabil, Iran
3 Associate Professor of Sports Management, University of Mohaghegh Ardabili , Ardabil, Iran
4 Ph.D Education Management, Payam Noor University, Ardabil, Iran
10.48308/mbsp.2025.235602.1256
Abstract
Purpose: The aim of this research was the structural relationship of metacognitive beliefs on student athletes' desire to study: the mediating role of achievement goals.
Methods: This research was applied in terms of purpose and descriptive-survey in terms of nature. The statistical population is the student athletes of the four districts of Karaj, which are 1751 people according to the Department of Education of the four districts of Karaj. Sampling was determined based on Gpower software and the number of 224 people was determined and the sampling method was done by simple random sampling. The measurement tools were standard questionnaires of metacognitive beliefs, desire to study and progress goals. The content and form validity of the questionnaires were confirmed by management and psychology professors, and then the Cronbach's alpha reliability of the metacognitive beliefs questionnaire was 0.89, the passion for learning questionnaire was 0.91, and the Cronbach's alpha reliability of the achievement goals questionnaire was reported as 0.81. The method of data analysis was using SPSS19 and AMOS23 software using structural equations.
Results: The findings of the research showed that the research model has a favorable fit and metacognitive beliefs have an effect of 0.59 on the desire to study, progress goals have an effect of 0.45 on the desire to study, and metacognitive beliefs have an effect of 0.70 on the progress goals.
Conclusion: According to the findings of the research, it can be concluded that improving the knowledge of metacognitive beliefs increases the ability of students in the direction of enthusiasm for education and progress goals.
Keywords
Metacognitive Beliefs
Passion For Education
Achievement Goals
Subjects
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Sports Psychology
Volume 17, Issue 2
February 2025
Pages 239-262

  • Receive Date 07 May 2024
  • Revise Date 12 January 2025
  • Accept Date 24 January 2025