investigating the correlation between cognitive and metacognitive strategies and students’ academic well-being mediated by academic engagement

Background: puberty is known to be a stressful period for students, and managing its associated crises helps guarantee students’mental health and sense of well-being in adulthood. this study aimed to investigate the mediating role of academic engagementin the correlation between cognitive and metacognitive strategies and academic well-being in high school students.methods: the method used in this research was descriptive and correlational. the statistical population included all the femalehigh-school students in kermanshah, iran, in 2021, out of whom a sample of 350 students was selected. the standard schoolrelatedwell-being questionnaire, the learning strategies questionnaire, and the academic engagement scale were utilizedherein. the data were analyzed with descriptive and inferential statistics (structural equation modeling).results: the results revealed that cognitive (r=0.34, p=0.001) and metacognitive (r=0.36, p=0.001) strategies were significantlyand positively correlated with academic well-being. furthermore, cognitive (r=0.33, p=0.001) and metacognitive (r=0.42,p=0.001) strategies were significantly and positively correlated with academic engagement. these strategies also had an indirectand significant association with academic well-being mediated by academic engagement (p=0.001).conclusions: the results demonstrated the desirable fit of the model. it could be therefore recommended that cognitive andmetacognitive strategies be instructed to students in order to promote their academic well-being by increasing their academicengagement.