The mediating role of metacognitions in the relationship between self-efficacy and subjective well-being in adolescents

This study aims to examine whether metacognitions mediate the relationship between self-efficacy and subjective well-being in adolescents. The study group consisted of 493 high school students, 252 girls (51,1%) and 241 boys (48,9%), studying in various secondary education institutions in Battalgazi district of Malatya province in 2022-2023. The age range of the students in the sample group participating in the study was 13-19, the mean age was 15,36 and the standard deviation was 1,20. The data of the study were obtained by using the ''Self-Efficacy Scale for Children'', ''Metacognition Scale-Child and Adolescent Form (MCQ-30)'', ''Life Satisfaction Scale'', ''Positive and Negative Affect Scale for Adolescents (PANAS-A)'' and ''Personal Information Form''. The SPSS 23 program was used to analyze the research data. According to the results of the analysis, there is a significant positive relationship between adolescents' subjective well-being and self-efficacy perceptions. There is a significant relationship between adolescents' self-efficacy perceptions and metacognitions. Self-efficacy was found to have a significant positive relationship with positive metacognitions and cognitive monitoring sub-dimensions. A significant negative relationship exists between self-efficacy and negative metacognitive beliefs and superstition beliefs, punishment and responsibility beliefs. There was a significant negative relationship between subjective well-being and negative metacognitive beliefs, and a significant negative relationship between subjective well-being and superstitions, punishment and responsibility beliefs. However, it was concluded that there was no significant relationship between subjective well-being and positive metacognitive beliefs and cognitive monitoring, which are sub-dimensions of metacognition. It was found that the level of subjective well-being, which is the dependent variable of the study, did not differ significantly between male and female students. The relationship between self-efficacy and subjective well-being was only significantly mediated by the sub-dimension of negative metacognition. It was concluded that the other sub-dimensions (positive metacognitions, superstition beliefs, punishment and responsibility beliefs, and cognitive monitoring) did not mediate this relationship at a significant level. The findings were discussed in the context of the relevant literature and recommendations were made for researchers, practitioners and parents.