The mediating role of metacognition in the relationship between school attachment and emotional atmosphere in family and attitudes towards children’s use of social networks

The present study is an attempt to examine the mediating role of metacognition beliefs in the relationship between attachment to school and emotional atmosphere in family and attitudes towards children’s use of social networks. The study was carried out as a developmental research and in terms of data gathering method it was a descriptive-correlative work. In addition, in terms of data and research method, it was a quantitative work. The study population consisted of female students in the 2nd year of high schools in Tehran City (2019-2020). The study population size was 106119 individuals. The sample size was determined based on the standard methods in structural equations equal to 400. The data gathering methods were library review and field study. Data gathering tools were Walsh’s metacognitions questionnaire, Morton, Dewhite, and Glazier’s School Attachment Questionnaire, Hillbern’s Emotional Atmosphere, and a researcher-designed questionnaire of using social networks. To test the research hypothesis, path analysis was used. The indices of goodness of fit supported the goodness of fit of the model. The findings showed that emotional atmosphere in family and attitudes towards students’ use of social network had an indirect relationship with attachment to school. In addition, there was a direct relationship between metacognition beliefs and school attachment. Metacognition beliefs have a mediating role in the relationship between school attachment and attitudes towards students’ use of social network and emotional atmosphere in family.