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Mediating role of emotional well-being in the effect of metacognitive learning and self-directed learning on the level of e-learning in the managers of universities

Context: E-learning is one of the most important and favorable topics in the scientific society, which attempts to facilitate the complexity aspects of human beings' learning. Aims: This research aimed to investigate the mediating role of emotional well-being on the effect of metacognitive learning and self-directed learning on e-learning level in universities' managers. Settings and Design: The present study was a cross-sectional research. Material and Methods: The research methodology was descriptive-correlational and in particular structural. The statistical population of this research was 478 university managers (including medical sciences and marine sciences in Islamic Azad University) in Mazandaran province in 2019, and 260 individuals were selected as the sample size in an available method. Pintridge and DeGrott Metacognitive Learning Strategies Scale (1990), Cheng's Self-Directed Learning Scale (2007), Watkins et al.'s E-learning Scale, and Keyes' Emotional Well-Being Scale (2003) were used. Statistical Analysis Used: The collected data were analyzed using structural regression equations by SPSS 18 and Amos 23 software. Results: The findings showed that the research model is fitted and 63% of the e-learning variables could be explained by metacognitive learning, self-directed learning, and emotional well-being (P ≤ 0.001). Furthermore, emotional well-being had a mediating role in the effect of metacognitive learning and self-directed learning on the level of e-learning (P ≤ 0.001). Conclusions: The results of this research can provide practical implications for improving psychological status, emphasizing the mediating role of emotional well-being on the impact of metacognitive learning and self-directed learning on e-learning level in universities' managers.