جستجوی مقالات مرتبط با کلیدواژه « فراشناخت » در نشریات گروه « علوم انسانی »

The present study was conducted to compare the effectiveness of schema therapy and metacognitive therapy on the emotional expression of conflicted women. The research method was semi-experimental with a pre-test-post-test design and a control group with a three-month follow-up period. The statistical population of the present study included all conflicted women who were referred to counseling clinics and psychological services in the 1st district of Tehran in 2023, from which 45 women were selected using the available sampling method and were randomly assigned to two experimental groups and one control group. The measurement tools included the Sanai Marital Conflict Questionnaire (MCQ, 2000) and King and Emmons's Emotional Expression Questionnaire (EEQ, 1990). The intervention based on schema therapy and metacognitive therapy was implemented in 8 two-hour sessions, twice a week, as a group for the first and second experimental groups. Analysis of variance with repeated measurements was used for data analysis. The findings showed that there was a significant difference between the pre-test and post-test averages of the three groups in emotional expression (positive emotion expression, negative emotion expression, and intimacy expression) at a significance level of P<0.05, and in addition, there was a significant difference between the post-test and follow-up at the P<0.05 level was not observed. Also, there was a significant difference between the post-test and follow-up averages in the two test groups at the P<0.05 level. From the above findings, it can be concluded that schema therapy is more effective than metacognitive therapy.

The present study aimed to investigate the influence of metacognitive beliefs on the relationship between the dark triad of personality and smartphone addiction among universities students. The research method was descriptive-correlational using structural equation modeling. The statistical population consisted of all universities students with the age range of 18-35 years in Tehran city in 2023. A sample of 457 students was selected using the voluntarily sampling method, and responded to the Dirty Dozen Scale, the Metacognitive Beliefs Questionnaire, and the Smartphone Addiction Scale. Pearson’s correlation method and structural equation modeling were used for the statistical data analysis. The results showed that the dark triad of personality had a positive and significant relationship with smartphone addiction, and metacognitive beliefs mediated this relationship significantly. The research findings emphasizing the importance of metacognition in conjunction with dark personality traits showed that metacognitive beliefs played a fundamental role in the tendency to become addicted to smartphones. Therefore, it is suggested that designing interventions based on metacognition should be considered in the treatment of smartphone addiction.

The purpose of the present study was to investigating the effectiveness of psychological capital training and metacognitive beliefs on sense of coherence. The research method was quasi-experimental with post-test design with two experimental groups and one control group. Participants in the study were 60 married rural women in Dehaghan who were randomly assigned to the psychological capital training group and 20 to the metacognitive beliefs training group. At the end, all three groups completed the questionnaire sense of coherence (Antonosky, 1987). The validity and reliability of research tool for use in Iranian culture have been satisfactory. The results of one-variable analysis of variance (ANOVA) showed that both psychological capital training and metacognitive training had a significant effect on the sense of coherence. The results also showed that psychological capital training compared to metacognitive training had more effect on women's level of sense of coherence. Therefore, psychological capital training and metacognitive belief training or a combination of these two methods can be used to increase women's sense of coherence.

The present study aimed to examine the role of brain-behavioral systems and metacognition in predicting psychological well-being in substance-dependent individuals undergoing maintenance treatment.

The research employed a descriptive-correlational approach. The statistical population included all substance-dependent patients who sought treatment at addiction centers in Semnan city in 2023. A sample of 310 individuals was selected using convenience sampling. The research utilized the psychological well-being questionnaire, the brain-behavioral systems questionnaire, and the metacognitive questionnaire.

The findings revealed a significant negative correlation between psychological well-being and the behavioral inhibition system, positive beliefs about worry, the need to control thoughts, and metacognitive processes of self-awareness. Conversely, a significant positive correlation was found with the behavioral activation system. Furthermore, 18% of the variance in psychological well-being was predicted by positive beliefs about worry, metacognitive processes of self-awareness, and cognitive uncertainty.

The results suggest that metacognitive beliefs play a crucial role in the psychological well-being of substance-dependent individuals undergoing maintenance treatment. Therefore, targeting metacognitive beliefs can be used to improve the addiction treatment process and increase the quality of life in patients..

The purpose of the present study is to compare the effectiveness of metacognitive skills and mindfulness skills training on academic meaning and academic conscience among secondary school students in Tabriz. The present study is among the semi-experimental studies with pre-test-post-test and random replacement of the subjects using the control group. 45 students were selected from the second secondary school students of Tabriz city in the academic year 1401-1402 by multi-stage cluster sampling and were randomly replaced in two experimental groups and one control group. Experimental groups were trained in group metacognitive skills (Melchior, Franken, Dunn, Der Hayden, 2019) and mindfulness skills (Kabat-Zinn, 2005). McIlroy and Buntig (2002) and Henderson-King and Smith (2006) academic consciousness questionnaires are used to evaluate dependent assessments. The results were used through multivariate covariance analysis (MANCOVA) and SPSS22 statistical software. The results showed that the effect of mental skills on students' academic conscience and academic meaning is positive and significant. The results revealed that the effect of metacognitive skill on educational conscience was positive and significant, but not significant on the meaning of education. The results revealed that there is no significant difference between skills and mental skills in the degree of influence on the variables related to the conscientiousness of education and the meaning of education.

Financial reporting is critical to providing the information needed by users, especially corporate executives, and it is considered as an effective information tool in the management, organization and planning of an organization.
Since most of the information needed by managers is provided through financial reports provided by financial managers, providing relevant (reliably) human resources reports, including information that employs managers in the recruitment, assessment and management of resources Human, as well as human resource strategies, so Increasing the level of ability of financial managers to provide and supply information for managers in the field of human resources. On the other hand, this ability depends on the knowledge and skills as well as the power and motivation of using this knowledge and skill. The statistical population of the research is the companies accepted in the Tehran Stock Exchange. The sample of 89 corporate financial managers was selected as the sample. The meta-cognitive factors were extracted from the future development of HR reporting and analyzed using the statistical software PLS and the fuzzy model (LAT). Analysis has been made. The findings show that all meta-cognitive factors and empowerment of financial managers have a significant relationship with the future development of HR reporting.

Motivation and the learning process have deeply connected. The study was therefore aimed at examining the effectiveness of teaching metacognitive strategies on concentration skills and academic hope in students with low academic motivation. The study used a semi-experimental method and a pre-test and post-test design with a control group. Statistical community all female students of the first secondary school year 2022-2023 were in the city of Hamedan. 40 students with low academic motivation were selected for sample selection by sampling method and were randomly placed in two Test groups (20 students) and the witness Group (20 students). After grouping and conducting the pre-test, the test group was presented with 10 sessions of training in metacognitive strategies. Then both groups were tested. Then both groups were tested. The data collection tools included The academic motivation questionnaire of Wallerand et al. (1992), Questionnaire on the skill of concentration of savari and orkei (2015) and The questionnaire of the academic hope of the Kharmaei and Kemari (1396). In order to analyze the data, covariance analysis was used using spss27 software. The findings suggested that teaching metacognitive strategies had a positive and meaningful impact among students with low academic motivation. (p < 0/01). So it can be concluded that teaching metacognitive strategies improves concentration skills and strengthens academic hope in students and These factors together increase their academic motivation. Accordingly, it is suggested that teachers encourage students to use metacognitive strategies more actively and effectively for better learning and motivational outcomes

This study aimed to determine the effectiveness of Wells's metacognitive group training on irrational beliefs and cognitive creativity among students with learned helplessness. This research was conducted as a semi-experimental method with a pre-test-post-test design with a control group. The statistical population included all 11th-grade female students in Rasht City in the academic year of 2021-2022, numbering 581, of which 40 qualified volunteers were selected by purposeful sampling and entered into the study in 2 groups (experimental and control). Both groups completed the Irrational Beliefs Questionnaire (IBQ) by Jones (1968) and the Cognitive Creativity Questionnaire (CCQ) by Abedi (1993). The experimental group underwent metacognitive group training (MTP) of Wells (2002) for 8 sessions (60 minutes each session). The data was analyzed using multivariate covariance analysis. The results showed that by controlling the effect of the pre-test, there was a significant difference (P<0.05) between the post-test of the experimental group and the control group in irrational beliefs and cognitive creativity of students with learned helplessness. According to the findings of the research, it can be concluded that group metacognition training in Wales has been effective in reducing irrational beliefs and increasing the cognitive creativity of students.

The present study was conducted with the aim of investigating the effectiveness of teaching cognitive-metacognitive strategies on the motivation to progress and academic vitality of students with learning disabilities.

The research method was an experiment with a pre-test-post-test design with a control group. The statistical population of the research includes all students with learning disabilities in the elementary school of Ardabil who were studying in the academic year 1401-1402. 40 students were selected by available sampling method and randomly replaced in two experimental and control groups. The research tools included Martin and Marsh Academic Vitality Questionnaire, Colorado Learning Difficulties Questionnaire, Hermans Achievement Motivation and Raven Intelligence Test. Data were analyzed using multivariate analysis of covariance test.

The findings of the research showed that the teaching of cognitive-metacognitive strategies is effective and has a direct and significant effect on the motivation of progress and academic vitality of students with learning disabilities (P<0.01). Based on the findings, it can be concluded that the training of cognitive and metacognitive strategies can help to improve the motivation of progress and academic vitality of students, which in itself leads to an increase in performance and academic progress of students.

According to these results, cognitive and metacognitive strategies should be used in educational environments in addition to other methods of increasing attention and improving executive functions in children with learning disabilities. Also, by teaching cognitive strategies to students, it is possible to increase their motivation to read.

This paper aims to investigate the impact of working memory capacity and excessive cognitive load on people's confidence after solving the Tower of Hanoi puzzle. For this purpose, two groups with different levels of cognitive load were formed for the study, and Iranian students in the age range of 20 to 40 years from universities in Tehran province were included in this study. After assessing working memory capacity, subjects in both groups solved the computerized version of the Tower of Hanoi problem. At the end, through a questionnaire that was designed and made for this study, they evaluated their confidence in their performance. This study started in 2019 and ended after one and a half years. However, the study did not find any relationship between the capacity of their visual-spatial working memory and their self-confidence, either alone or in interaction with the cognitive load, but there is a two-way relationship between bearing additional cognitive load and increasing final confidence. Therefore, people who bear more cognitive load are more confident about their cognitive performance at the end of the Tower of Hanoi problem-solving process.

This research was conducted with the aim of investigating the use of metacognition on problem solving skills and academic progress of physics students in the first year of Khorram Abad city. With available random sampling, three groups of 8th grade students of Farzangan High School were selected. The first group of the control group, in the second group, the method of teaching with the metacognitive approach and in the third group, the teaching method with the metacognitive approach along with the teaching of metacognitive strategies to the students was done during the academic year. Before starting the training, the metacognition pre-test and the researcher-made physics pre-test were taken from all three groups. After the completion of the training sessions, the metacognitive state and understanding of the physics concepts of the students of all three groups were measured again using the mentioned scales. Data analysis with mixed variance method showed that the improvement of metacognitive skills of the third group was more than the second group and no significant difference was observed in the control group. The effect of improving metacognitive skills was directly related to the academic performance of the three groups.

Academic performance is considered one of the important variables in achieving job success and social acceptance in any society, so that sometimes academic performance is considered equivalent to academic success. The aim of the current research was to determine the formulation of the academic performance model based on the duration of using screens, metacognition and the conscious mind with the mediation of self-esteem and self-regulation in adolescents.

The current research was of correlation and structural equations type. The statistical population of the research included second grade high school students in Tehran in the academic year 2020-2021, 517 of whom were selected by multi-stage cluster sampling. In order to collect the data required for this research, the Freiburg Mindfulness Questionnaire (2001), the Dortaj Academic Performance Questionnaire (2005), the Cooper Smith Self-Respect Questionnaire (2017), the Wells Metacognition Questionnaire (2004), and the questionnaire for the duration of using Tirgar screens (2018) and the self-regulation questionnaire of Miller and Brown (1992) was used. Data were analyzed using Pearson correlation test and path analysis.  

The results showed that the direct paths of metacognition, mindfulness and the duration of using screens are significant with academic performance (P<0.01) and the indirect effect of metacognition, the duration of using screens and mindfulness with The mediation of self-respect is significant (P=0.20) and it showed its mediating role well, while although self-regulation has a direct effect on academic performance, it cannot indirectly affect academic performance as a mediating variable. Academic performance has an effect.

It can be said that the duration of using screens and metacognition and mindfulness, along with other factors such as self-esteem and self-regulation, play a key role in academic performance, and it seems that the role of self-esteem is more important. Therefore, in order to increase academic performance, it is necessary to pay attention to these factors in improving the academic performance of students.

This research was conducted in order to compare the effectiveness of the positive psychology group education and metacognition group education on the academic achievement motivation of the female high school students in district one of Tabriz. The research method was quasi-experimental with a pretest-posttest design with a control group. The statistical population consisted of all female students of the second grade in district one of Tabriz in the academic year 2021-2020. A total of 90 students were selected by multi-stage cluster random sampling method and randomly assigned to three equal groups. The first experimental group received metacognition training in eight 90-minute sessions in combination with the weekly Wales and Robinia training package, and the second experimental group received positive psychology training adapted by (Cheraghian 2014) and the Afmas training package in nine 90-minute weekly sessions. The control group did not receive any intervention. The data measurement tool was the Hermans (1970) Progress Motivation Questionnaire. Finally, the data were analyzed using  ANCOVA one-way covariance. The results showed that positive psychology (P<0.05) and metacognition group education (P<0.05) were both effective on the motivation of students' academic achievement and there was no significant difference in the effect between the two treatments. Therefore, it was concluded that utilization of both positive and metacognition trainings increased motivation of students’ academic achievement.

The purpose of the present study was to investigating the effectiveness of psychological capital training and metacognitive beliefs on psychological well-being. The research method was quasi-experimental with post-test design with two experimental groups and one control group. Participants in the study were 60 married rural women in Dehaghan who were randomly assigned to the psychological capital training group and 20 to the metacognitive beliefs training group. At the end, all three groups completed the questionnaire psychological well-being (Ryf, 1989). The validity and reliability of research tool for use in Iranian culture have been satisfactory. Data were analyzed by SPSS-23 software. The results of one-variable analysis of variance (ANOVA) showed that both psychological capital training and metacognitive training had a significant effect on the psychological well-being. The results also showed that there was no significant difference between psychological capital training and metacognitive training in terms of psychological well-being. Thus, according to the research findings, it can be concluded that the training of psychological capital and the metacognitive beliefs have had an effect on the psychological well-being.

The prerequisite for the development of any organization is to have healthy and efficient human resources. Numerous factors are effective in creating the physical and mental health of employees of an organization as well as their efficiency, the most important of which is the cause of burnout. Burnout typically begins with abnormal reactions to conflict, failure, and job stress, and finally, it impairs individual performance. Jobs that have more stress and responsibilities are more exposed to it. Due to the fundamental and decisive role of Legal Medicine in appeal court cases, and also in dealing with annoying issues and crime scenes, Legal Medicine employees face a lot of stress in their careers. The organizational consequences of job burnout include reduced productivity and increased health costs.According to the mentioned materials and considering the importance of the subject of burnout in Legal Medical workers and the injuries affected by it, the need for further investigation and research was observed to reduce its harmful and destructive effects. The aim of the present study was to compare the effectiveness of behavioral activation therapy and metacognitive therapy on job burnout of Legal Medicine employees.

This quasi-experimental study was conducted with a pre-test, post-test, and follow-up design with a control group of Mashhad Legal Medicine employees in 1399. Using the available sampling method after initial evaluation and fulfillment of research conditions, 45 people were selected and were randomly assigned to three groups. The first group received behavioral activation therapy the second group received metacognitive therapy and the third group was placed on the waiting list as a control group. To collect information, Meslach burn was used. The reliability of the questionnaire was calculated by the method of Cronbach's alpha, and its value was obtained above 0.7 for all three items of the questionnaire. Likewise, content validity was used to test the validity of the questionnaire, for which the questionnaires were approved by the relevant expert.

Analysis of variance with repeated measures was used to analyze the data. According to the F calculated at the level of 0.05, both treatments were effective in the index of job burnout. The results showed that behavioral activation therapy and metacognitive therapy led to changes in job burnout and its subscales, and in subscales of exhaustion emotional and personal accomplishment decrease, metacognitive therapy had better results than behavioral activation therapy.

The results indicate that behavioral activation therapy and metacognitive therapy are significantly effective in the field of mental health of Legal Medicine employees and the importance of psychological care in the workplace becomes more apparent.

This study aimed to propose a causal model to predict self-regulated online learning based on metacognition mediated by online learning readiness. The participants were 350 students of online courses in the academic year 2020-2021 selected by cluster random sampling. The data collection instruments were the Group Metacognitive Scale (GMS), the Online Learning Readiness Scale (OLRS), and the Self-regulated Online Learning Questionnaire. The proposed model was evaluated in Amos software. The results showed that the data fit the research model. Metacognition positively predicted online learning readiness and self-regulated online learning. Online learning readiness significantly and positively predicted self-regulated online learning. Metacognition through online learning readiness significantly predicted all aspects of self-regulated online learning. Therefore, increasing online learning readiness and, consequently, metacognition can improve the level of self-regulated online learning in students of online courses.

The purpose of this study was to the effectiveness of metacognitive strategies training on cognitive self-awareness and self-regulation of students with learning disorders. It was a quasi-experimental study with pretest, posttest and control group design. The statistical population of the study included all students with learning disorders in Ahvaz in 2019-2020. The samples of this study consisted of 30 men students with learning disorders who were selected through available sampling and according to inclusion criteria.The experimental group received eight ninety-minute sessions during two months while the control group didn’t receive this intervention during conducting the study. The applied questionnaires in the study included Wales's questionnaire of self-awareness, Pintrich's questionnaire of self-regulation. Data were analyzed using univariate analysis of SPSS version 22 software. The results showed that metacognitive strategies training on cognitive self-awareness and self-regulation of students with learning disorders (p<0/001). According to the findings of the present study, metacognitive strategies training can be suggested as an efficient method in order to incrasing on cognitive self-awareness and self-regulation of students with learning disorders.

Changes in architectural education, reconstruction of education and improvement of educational systems to understand the learning process have always been of interest to architectural education professionals. The purpose of this study was to investigate the effect of architectural cognition cards education based on Gestalt theory on metacognition and mental ideas in the design process of students. This research was a quasi-experimental study with pre-test design, post-test with control group. The statistical population included all students of Hamadan Universities. A sample of 40 people was selected by convenience sampling method. Students were randomly divided into experimental and control groups (20 people in each group). The experimental group underwent architectural knowledge cards education based on Gestalt theory for 8 sessions. The main tools for data collection in this study included the State Metacognition Questionnaire and the Mental Ideas Scale. To analyze the data, Smirnov calligraphy test and Leven test were used to calculate the assumptions and multivariate and bivariate MANCOVA analysis of covariance were used. The results showed that architectural cognition cards education based on Gestalt theory has been effective on students 'metacognition and has also been effective on theme design processing in students' design process. The results of this study showed that architectural cognition cards education based on Gestalt theory has an effect on increasing the metacognition of architecture students and thus helps to improve the quality level of architecture students in design.

The purpose of this study was to investigate the effect of play at home, as proposed by UNICEF, and metacognitive strategies on the health of children aged 5 to 8 years during the Corona pandemic.
This study utilized a quasi-experimental intervention design, with a pretest and posttest control group. The participants were 84 children living in Qom, who were randomly divided into 6 groups. There were two age groups, each consisting of three groups: UNICEF, UNICEF Plus, and a control group. The intervention involved 18 sessions of UNICEF-proposed quadruple games. The UNICEF Plus group also engaged in a semi-structured interview to stimulate metacognition.
The results of the Mixed ANOVA and ANCOVA tests indicated that most of the training groups showed a significant improvement in health test results from pretest to posttest. However, the ANCOVA test did not reveal any significant difference between the UNICEF and UNICEF Plus groups in the two age groups; despite the UNICEF Plus group scoring better than the UNICEF group in both age groups.
Overall, it can be concluded that the exercises recommended by UNICEF were effective in promoting children's health. Although the combination of these exercises with metacognitive strategies did not meet expectations, there was a slight improvement in children's health favoring the combined exercises.