Background: Numerous studies have predicted the readiness for academic performance and metacognition and mindfulness and screen time and self-esteem. But research that has developed a model for predicting academic performance based on metacognition and mindfulness and screen time: the mediating role of the self-esteem factors has been overlooked.
Aims: The aim of this study was to determine the relationship between mindfulness, metacognition and screen time on academic performance with mediating role of self-esteem in male and female students in Tehran.
Methods: The present study was descriptive and of correlation and structural equations. The statistical population of this study included girl and boy high school students in Tehran in the academic year 1398-1399, from which 517 people (260 boys - 257 girls) were selected by available sampling method as a sample. Freiburg Mind fulness questionnaire (2006), Dortaj Academic Performance questionnaire (2004), Coopersmith Self-Esteem questionnaire (1967), Wells Metacognition questionnaire (1997) and Tirgar Screen Time Scale (1397) were used to collect the required data. Data were analyzed using Pearson correlation test and path analysis.
Results: The results showed that the research model was Direct paths of metacognition, mindfulness and screen time have meaningful relationship with academic performance(p< 0/01). It also indicated that the Direct and indirect effects of metacognition and academic performance mediated by self-esteem (p= 0.20), mindfulness and academic performance mediated by self-esteem (p= 0.03) and screen time and academic performance mediated by self-esteem (p< 0.01) have meaningful relationship with each other.
Conclusion: Screen time and metacognition and mindfulness, along with other factors, such as self-esteem, play a key role in academic performance, and the need to pay attention to these factors is essential in improvment programs.