جستجوی مقالات مرتبط با کلیدواژه "فراشناخت" در نشریات گروه "علوم انسانی"

This study examines the differences in the effectiveness of a cognitive engagement training package versus a metacognitive strategy training package on academic procrastination among female students at Farhangian University. The research employed a quasi-experimental design with a pretest-posttest control group and a two-month follow-up period. The statistical population included all female students at Farhangian University in Kazeroon during the first semester of the 2019-2020 academic year, totaling 250 individuals. To compare the cognitive engagement and metacognitive strategy training packages, a purposive sampling method was used. Initially, the Academic Procrastination Questionnaire (Savari, 2011) was administered to 250 female students at Farhangian University in Kazeroon. From those scoring up to 48 on the academic procrastination scale, 45 individuals were purposively selected and randomly assigned to two experimental groups (15 in the cognitive engagement group and 15 in the metacognitive strategy group) and a control group (15 participants). In the posttest and follow-up stages, a significant difference was observed between the mean scores of academic procrastination in the control group compared to the metacognitive strategy training group (p < .001) and the cognitive engagement training group (p < .01). The impact of metacognitive training on reducing academic procrastination in the posttest and follow-up stages was 33.5% and 28.1%, respectively. The cognitive engagement training package reduced academic procrastination by 69.9% in the posttest and 66% in the follow-up stage. While both cognitive engagement and metacognitive training methods significantly reduced academic procrastination in the posttest phase, an increase in procrastination was observed during the follow-up phase in both groups. Comparing the two methods, cognitive engagement training was more effective than metacognitive strategy training in both the posttest and follow-up stages.

The purpose of the current study has been adapting the AILI questionnaire and determining its psychometric properties and factor structure among the students of Tehran universities; which is an applied research considering the research goal; and a survey research considering the data collection plan. The sample included 427 students who were selected by random from the total population of students of universities of Tehran city in academic year 2016-2017. Having data collected, Question parameters were estimated using the classic theory; and after deletion of unsuitable questions, the Cronbach’s was 0.9. The Divergent and Convergent Validity of the questionnaire were examined using MSLQ questionnaire. In order to fit the questionnaire data to primary model, Confirmatory Factor Analysis was applied using LISREL software; and in order to determine the questionnaire structure in students of Tehran universities, Exploratory Factor Analysis by Main Component Method and rotating ablymn was applied. The parameters of the questions were estimated using GRM Polytomous model and R software. The results showed that the deleted questions in classic analysis had low detection coefficient in here; and their Awareness Functions did not provide any awareness at the level of the measured attribute. Finally, fit the data to one, two and three-parameter and GRM model. In conclusion, the best model to fit the data was GRM model. Considering the data analysis, the new questionnaire _adapted to students of Tehran universities _ was extracted.

The aim of the present study is to investigate the relationship between metacognition and sensation seeking with attitude towards addiction. The statistical population of the research is made up of all addicted women undergoing treatment in the clinics and treatment centers of Bojnord city. Considering the unlimited nature of this community, according to Cochran's formula for unlimited communities, 384 people were selected by simple random method, and at the end, 354 questionnaires were collected. The tools of data collection were Zuckerman's standard sensation seeking questionnaire (1978), Farjad et al.'s addiction tendency questionnaire (2015) and metacognition questionnaire (Wells et al., 2004), the validity of which was confirmed by expert professors. became The obtained data were analyzed by descriptive statistics methods (mean, frequency percentage) using spss software version 19 and inferential statistics (structural equation method) using pls software. Therefore, the results showed that there is a significant relationship between metacognition and sensation seeking with attitude towards addiction and also between the components of metacognition and the components of sensation seeking and tendency towards addiction.

The purpose of this study was to investigate the mediating role of academic possible selves in the relationship of self-regulated learning with metacognition and sense of agency. The statistical population of the present study was all high school students of Bukan city, 591 of whom were selected using convenience sampling method. The research data was analyzed through standard questionnaires in SPSS and AMOS software. The results showed that the direct effects of sense of agency on possible selves, metacognition on possible selves, sense of agency on self-regulated learning, metacognition on self-regulated learning, and possible selves on self-regulated learning are significant. Furthermore, the indirect effects of the sense of agency and metacognition with the mediation of possible selves on self-regulation learning were not significant. Therefore, providing educational programs based on metacognition, sense of agency and possible academic selves can help improve self-regulation learning in students.

One of Mowlavi's essential concerns in Mathnawi is the conditions of obtaining knowledge, along with the limitations and obstacles that hinder its realization. His attention to the problem of cognition and its multiple dimensions brings his opinions close to the border of modern thinking about metacognitive knowledge. The problem of cognition is such a severe issue for Rumi that every narrative and story is involved in one of the problems of cognition and its complexities. This article employs a descriptive-analytical method that metacognitive knowledge, defined as cognitive supervision, is one of the essential principles of Mowlavi's Mathnawi. Numerous metacognitive foundations and functions can be traced in Mathnawi. In this article, two metacognitive foundations, "schema" and "personal motivation system," and two functions, "supervision of the cognitive process" and "awareness of the cognitive situation," are examined. It is taken and shown that Mowlavi's Mathnawi is a work with metacognitive and cognitive value due to its inclusion of monitoring, evaluation, and mental pathology. This awareness of the conditions of obtaining knowledge leads Mowlavi to criticize reductionist and mono-structural knowledge.

Introduction and goal: 

The present research was conducted in line with the design and explanation of the model of the effect of curriculum planning and creative thinking elements on metacognitive components in Nazari high school girls of Khoi city. In terms of purpose, it is a part of applied research, and in terms of the nature of the research, it is descriptive and correlational.

The statistical population was made up of all female students of the second year of high school, numbering 2398 people in the academic year 1402-1401. With the matching of the statistical population in Morgan's table, 327 people constitute the statistical sample size of the research, the selection of this statistical sample size was done through cluster sampling of schools in Khoy city. In order to collect data, the questionnaires of Borzabadi Farahani curriculum elements (1392), Shatrian metacognition (1386) and Soltani creative thinking (1389) were used. 0/ was obtained. Descriptive statistics and inferential statistics (structural equations) methods were used to analyze the data. Considering the non-normality of data distribution, structural equation analysis and path analysis were used using pls software.

The results indicated that the model of the effect of curriculum planning elements and creative thinking on metacognitive components in female students of Nazari secondary school in Khoi city has a favorable fit, in addition, the results indicated that curriculum planning elements on metacognitive components in students The theoretical secondary school girls of Khoi city have a positive and significant effect, in addition, the effect of creative thinking on metacognitive components in the female secondary school students of positive and significant.

The results of the research emphasize that knowing the elements of curriculum planning and creative thinking, knowing about various curriculum approaches and applying them in learning, leads to the improvement of metacognition.

The present study was conducted with the aim of the effectiveness of the basic strategy of story-grammar comprehension on phonetic processing, semantic and orthographic processing, metacognition and working memory on Elemetay students with dyslexia. The research method was semi-experimental and the design of two experimental and control groups with a pre-test, post-test and a 45-day follow-up period. The statistical population included all primary school students with dyslexia in Isfahan on 2022-2023year, and 40 dyslexic students were randomly selected from among the referrals to counseling centers working in the children's area of ​​Isfahan city and randomly divided into two groups of 20 people. (20 experimental subjects) and (20 control subjects) were assigned. The research tools include the phonological processing questionnaire of Soleimani and Dastjardi (2010), the semantic-orthographic processing questionnaire of Zandi et al. (2015), the metacognitive scale of Baku et al. (2009), the working memory questionnaire of Pickering and Goderkel (2004), Wechsler scale (2014), reading performance test of Yarmohamedian et al. (2014). The educational program based on the basic strategy of story-grammar comprehension by Ride and Linerman (2009) was implemented on the subject group during 8 sessions of 60 minutes. Data analysis was analyzed using statistical methods and using spss 23 and analysis of variance with repeated measures. The findings showed that the basic strategy of story-grammar understanding improves phonetic processing (P < 0.001; F = 0.556), semantic and orthographic processing (P < 0.001; F = 0.570), metacognition (F = 0.144). P < 0/01) and working memory (P < 0.001; F = 0.464) had a significant effect on students with poor reading ability And its impact remains (p < 0.01); Therefore, it can be concluded that the grammar-story strategy is suitable for helping students with dyslexia.

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.

Considering the destructive and growing effects of the Internet addiction in today's world, this study has been undertaken to investigate the relationship of metacognitive beliefs and emotional security with Internet addiction in adolescent girls. This research had a correlational-descriptive design. The research population of the study was comprised of senior high school female students in Tabriz in 2016-17 school year from among whom 252 individuals were selected based on multi-stage cluster sampling method. The research instruments included Meta-Cognitions Questionnaire - Adolescent Version (MCQ-A), Belonging and Emotional Security Tool (BEST), and Young’s Addiction to Internet Test (IAT). Pearson correlation coefficients showed that there was a significant, positive relationship between the metacognition total score and its two subscales- thoughts concerning uncontrollability and danger- and cognitive confidence with Internet addiction (p<0.01), whereas there was a significant, negative relationship between emotional security total score and its two subscales - safety and belonging (p<0.01). The results of regression analysis revealed that thoughts concerning uncontrollability and danger could predict and explain variance of the Internet addiction significantly and positively, while safety could predict and explain it significantly and negatively. Based on the results of this study, it can be concluded that in order to reduce the tendency of adolescents to use the Internet, it is possible to change dysfunctional metacognitive beliefs and teach the main functions of the family and its effects on teenagers' emotional safety.

The aim of this study was to evaluate the effectiveness of school-based cognitive-behavioral therapy on reducing metacognitive beliefs and clinical symptoms in anxious children.

The present study was a Single-subject study with Multiple Baseline. The statistical sample of this study included all children aged 9 to 13 referred to the health centers of Qom city and according to the research literature in the field of single subject designs, 3 subjects were considered for the implementation of the treatment protocol. Data was collected using the Kiddie schedule for Affective Disorder and Schizophrenia- Present and Lifetime Version (K-SADS-PL), Metacognitions Questionnaire in Children (MCQ-C), Spence Children's Anxiety Scale (SCAS) and The Penn State Worry Questionnaire for Children (PSWQ-C). The treatment protocol included 8 weekly individual sessions with children and 2 sessions with parents too. Data was analyzed using visual analysis, percentage of improvement and effect size (Cohen's d).

The findings show that all three subjects had a decreasing trend in all three variables, so that the school-based cognitive-behavioral therapy with the effect size (d=3/73) was an effective treatment in reducing children's metacognitive beliefs. As well as, this treatment was effective in reducing worry with effect size (d=4/17) and children's anxiety symptoms with effect size (d=3/73).

Based on the results of this research, school-based cognitive-behavioral therapy can be an effective therapy in reducing metacognitive beliefs and anxiety symptoms in anxious children

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.

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.

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 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.