The role of psychological capital and self-regulation in students\' academic enthusiasm with the mediation of Whit-Kin\'s cognitive styles (case study: 16-18-year-old secondary school girls in Zahedan city)

Background: Previous studies have demonstrated that students' learning styles can act as a mediating variable, significantly affecting the impact of psychological constructs such as self-regulation and psychological capital on the intensity of academic enthusiasm among students. Cognitive style encompasses personality traits that differentiate individuals from one another. However, investigations have revealed a lack of a model that explains the role of psychological capital and self-regulation in students' academic enthusiasm. Aims: The purpose of the present study was to investigate the role of psychological capital and self-regulation in students' academic enthusiasm through the mediation of Whitkin's cognitive styles. Methods: This study was a descriptive-correlational research. The statistical population included 16 to 18-year-old female students enrolled in the second cycle of secondary education in Zahedan. From this population, 300 students were selected using a multi-stage cluster sampling method. Data were collected using several questionnaires: the Psychological Capital Questionnaire (Luthans, 2007), the Motivated Strategies for Learning Questionnaire (MSLQ) (Wolters, 1999), the Academic Enthusiasm Questionnaire (Friedel & Paris, 2005), and the Embedded Figures Test. Data analysis methods included composite data analysis and multiple regression modeling with the least squares pattern using the Sobel test, performed with SPSS version 20 and LISREL software. Results: The Sobel test results indicated that cognitive styles significantly mediate the relationship between psychological capital, self-regulation, and academic enthusiasm. Psychological capital had an indirect effect on academic enthusiasm through the mediating role of cognitive styles, with a path coefficient of 0.27 and a total effect of 0.78. Similarly, self-regulation had an indirect effect on academic enthusiasm through the mediating role of cognitive styles, with a path coefficient of 0.44 and a total effect of 0.88. Conclusion: Based on the study's results, it is recommended to create conditions that foster healthy competition, autonomy, and positive feedback to enhance students' enthusiasm. Additionally, providing opportunities for thinking, inquiry, research, constructive criticism, timely encouragement, and reinforcement, as well as boosting self-confidence, can be effective.