The Relationship between Emotional Schemas and Personality Virtues with Life Satisfaction of Female Teachers: The Mediating Role of Metacognitive Beliefs

Life satisfaction is considered a significant predictor of mental health that has a substantial impact on an individual's overall quality of life. As such, the aim of the current study was to investigate the correlation between emotional schemas and personality virtues with the life satisfaction of female teachers in Baneh City, with a particular focus on the mediating role of metacognitive beliefs. The research employed a descriptive-correlational method, and the statistical population consisted of all female teachers in Baneh city during the academic year 1400-1401, totaling 960 individuals. From this population, 200 individuals were selected using the minimum sample size according to the Kline rule and convenience sampling method. The research utilized various standard questionnaires, including the life satisfaction questionnaire by Diener and colleagues, Wells' metacognitive beliefs questionnaire, Leahy's emotional schemas questionnaire, and Seligman and Peterson's personality virtues questionnaire. Data analysis was conducted using Pearson correlation and structural equation modeling. The results revealed a significant negative relationship between emotional schemas and personality virtues, metacognitive beliefs, and life satisfaction. Furthermore, the correlation coefficient of personality virtues with metacognitive beliefs and life satisfaction was found to be positive and significant. Similarly, the correlation coefficient of metacognitive beliefs with life satisfaction was also positive and significant. These findings suggest that metacognitive beliefs, emotional schemas, and personality virtues directly impact life satisfaction. Additionally, it was observed that metacognitive beliefs (positive-negative) play a mediating role in the relationship between emotional schemas and personality virtues with life satisfaction. Based on these results, tailored therapeutic programs or interventions can be developed to enhance the life satisfaction of these teachers.