Recognition of the factors affecting the medical students’ academic success is one of the most important challenges and concerns in medical schools. Hence, this study aimed to investigate the mediating effects of metacognitive learning strategies and learning-related emotions in the relationship between academic self-efficacy with academic performance in medical students. The present study was carried out on 279 students of medicine studying at Shiraz University of Medical Sciences. The students filled out three questionnaires: academic emotions (AEQ), metacognitive learning strategies, and academic self-efficacy questionnaires. The data were analyzed using SPSS and Smart PLS3. The results of structural equation modeling revealed that the students’ self-efficacy has an impact on their learning-related emotions and metacognitive learning strategies, and these, in turn, affect the students’ academic performance. Moreover, learning-related emotions influence the metacognitive learning strategies, which in turn mediate the effect of emotions on academic performance. The results of this study revealed that metacognitive strategies and learning-related emotions could play a mediating role in the relationship between students’ self-efficacy and academic performance.

中文翻译：

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医学生的学业自我效能，学习相关情绪和元认知学习策略与学业成绩之间的关系：结构方程模型

认识到影响医学院学生学习成功的因素是医学院中最重要的挑战和关注之一。因此，本研究旨在探讨元认知学习策略和学习相关情绪对医学生学业自我效能与学业成绩之间关系的中介作用。本研究是对设拉子医科大学的279名医学专业的学生进行的。学生们填写了三个问卷：学业情感（AEQ），元认知学习策略和学业自我效能感问卷。使用SPSS和Smart PLS3分析数据。结构方程建模的结果表明，学生的自我效能感会影响他们与学习有关的情绪和元认知学习策略，这些反过来又会影响学生的学习成绩。此外，与学习有关的情绪会影响元认知学习策略，进而调解情绪对学习成绩的影响。这项研究的结果表明，元认知策略和与学习有关的情绪可能在学生的自我效能与学习成绩之间的关系中起中介作用。