The effect of meta-cognitive learning and self-directed learning on the level of e-learning in the managers of universities: Mediating role of life orientation

Abstract Introduction: E-Learning is one of the most important and favorable topics in the scientific society and they attempt to facilitate the complexities aspects of human being learning.This research aimed to investigate the mediating role of life orientation on the effect of metacognitive learning and self-directed learning on e-learning level in universities’ managers.The present study was a correlational research with structural equation modeling. Methods:The research methodology was descriptive-correlational and in particular structural The statistical population of this research was 478 university managers (including medical sciences and marine sciences and Islamic Azad) in Mazandaran province, and 260 individuals were selected as the sample size in a purposeful method. Pintridge and DeGrott metacognitive learning strategies scale (1990),Cheng's self-directed learning scale (2007), Watkins et al. (2004) e-learning scale, and Keyes' life orientation scale (1985) was used.The collected data were analyzed using structural regression equations using SPSS 18 and Amos 23 software. Results: The findings showed that the research model is fitted and 46% of the e-learning variable could be explained by life orientation , self-directed learning and emotional well-being. Also emotional well-being had a mediating role in the effect of meta-cognitive learning and self-directed learning on the level of e-learning. Conclusions: The results of this research can provide practical implications for improving psychological status emphasizing the mediating role of life orientation on the impact of meta-cognitive learning and self-directed learning on e-learning level in universities’ managers.