The Mediating Role of Mindfulness in the Relationship Between Metacognitive Beliefs and Wisdom in Students

Purpose: This study aimed to investigate the mediating role of mindfulness in the relationship between metacognitive beliefs and wisdom among students. Methodology: The research methodology was applied in terms of its purpose and descriptive-correlational in terms of data collection method. The population of this study consisted of all students of the Free Universities of Tehran Province in the academic year ۲۰۲۱-۲۰۲۲, among whom ۳۸۰ individuals were selected through multi-stage cluster sampling. In this research, Ardelt's Wisdom Questionnaire (۲۰۰۳), Wells' Metacognitive Beliefs (۲۰۰۰), and Ryan and Brown's Mindfulness (۲۰۰۳) were used, all of which had acceptable reliability and validity. Structural equation modeling with SPSS-V۲۳ and Lisrel-V۸.۸ software was used for data analysis and to address the research hypotheses. Findings: The findings showed that mindfulness directly affects wisdom (t = ۱۱.۵۷, β = ۰.۲۸); metacognitive beliefs directly affect mindfulness (t = ۱۱.۸۲, β = ۰.۳۸); metacognitive beliefs directly affect wisdom (t = ۱۱.۸۱, β = ۰.۳۷); and the total effect of metacognitive beliefs on wisdom through the mediation of mindfulness was significant (β = ۰.۴۹). Conclusion: Ultimately, it can be said that the research model also had a suitable fit. In general, it can be stated that with the increase in metacognitive beliefs and mindfulness variables, an increase in wisdom among students can be expected.