جستجوی مقالات مرتبط با کلیدواژه « باورهای فراشناخت » در نشریات گروه « روانشناسی »

The purpose of this research was to Developing a structural equation model of social anxiety disorder based on the components of childhood trauma and insecure attachment style with the mediation of metacognitive beliefs. The research design was correlational and structural equations. The statistical population of the research included all students of the Islamic Azad University of Olom-tahghighat in the academic year of 2021-2022 in Tehran province. To collect data, Mohammad Khani's Traumatic Experiences Questionnaire (2003), Hazen and Shaver's Attachment Style Questionnaire (1987), Wells' Metacognitive Beliefs (2003) and Connor's Social Anxiety Questionnaire (2000) were used. Then, the obtained data were entered into the structural equation hypothesis model. In order to analyze the obtained data, SPSS19 and AMOS24 software were used. The results of the model analysis showed that the hypothetical research model has a good fit with the data. Predictive variables of childhood traumas and insecure attachment style directly and indirectly with the mediation of metacognitive beliefs had a positive and significant effect on social anxiety disorder. Also, metacognition had a direct effect on social anxiety disorder. The results of the research indicate that childhood injuries and insecure attachment style can be strong predictors of social anxiety disorder, and in the meantime, metacognition as a mediating variable is a part of the influencing process in the form of Taking symptoms of social anxiety disorder. It is recommended to hold educational workshops in the field of childhood injuries, insecure attachment styles and metacognitive beliefs, and also therapeutic interventions should address these factors

The aim of this study was to provide a causal model of the relationship between metacognitive beliefs and selfdirected learning with the mediating role of academic selfefficacy of female high school students in Kaboud Rahang city.

The research method was descriptivecorrelational and the statistical population was all 1150 high school students in Kobur Ahang, of which 288 were selected using Morgan table by available sampling method. Data collection tools were standardized questionnaires of Beer and Montea (2010) metacognitive beliefs, Gagilmino (1977) selfdirected learning and Jenks and Morgan (1999) academic self-efficacy. Validity (content and structure) and reliability (Cronbach's alpha coefficient) of the questionnaires indicated that the measuring instruments had good validity and reliability.

The results of testing the hypotheses by SPSS and PLS software and using correlation tests and structural equation modeling showed that metacognitive beliefs have a positive and significant effect on self-directed learning. Metacognitive beliefs also have a positive and significant effect on students' self-directed learning. The effect of self-directed learning on academic self-efficacy is positive and significant. The results also showed that academic self-efficacy plays a mediating role in the relationship between metacognitive beliefs and self-directed learning.

Therefore, by strengthening metacognitive beliefs in students and, consequently, increasing their academic self-efficacy, it is possible to increase their self-directed learning.

This study was a correlational study in which 74 high school students selected as a sample group using Tabaknik and Fidel formulas and multi-stage cluster sampling. Data collected using the Oxford Happiness Electronic Questionnaire, the Wells Metacognitive Beliefs Questionnaire, the Scherer et al. Self-Efficacy Questionnaire, and the Beaufort Self-Regulatory Questionnaire. Due to the prevalence of Covid19 disease, the questionnaires distributed electronically to the subjects through messaging tools. Data analysis performed by correlation methods and multiple regression analysis in a simultaneous and stepwise manner using SPSS22 software.

The results showed that the relationship between metacognitive beliefs, self-efficacy and self-regulation with happiness is significant and the components of metacognitive beliefs except the component of "negative metacognitive beliefs about thoughts" (P <0.05), self-efficacy (0.05> P) and self-regulation (P <0.05) can predict happiness.

The results indicate the importance of metacognitive beliefs, self-efficacy and self-regulation in predicting students' happiness. Thus, counselors and psychologists can increase self-efficacy, metacognitive beliefs, and self-regulation through workshops to increase student happiness.

The purpose of this research was to determine the effect of spiritual therapy on modification of metacognitive beliefs among PTSD veterans children. the population consisted of shahed students in islamic azad university-Roudhen branch in 2016 For selecting of sample based on entry criteria identified 20 students ,then were assigned in experimental and control groups.the participants completed the Questionnaire of Well’s metacognitive belifes in pretest ,past test and follow up test . For analysis of data were used two way mixed ANOVA . The results showd that the effect of spiritual therapy on uncontrolabity of thoughts , cognitive self awarness,and lack of cognitive confidence was significant.Also these effects in consistent after one month.It is suggested that psychologists and psychotherapist used the spiritual therapy on modification of metacognitive belifes.

The main purpose of this study was to investigate causal relationship between cognitive emotion regulation, metacognition and test anxiety were evaluated in students according to the self-regulatory executive function model of wells and Matthews (1999). Data was analyzed through correlation, structural equation modeling. In this study 1000 students at second and third grade of public, governmental and gifted school were participated from October to November 2015 by cluster random sampling method. The participants completed cognitive emotion regulation inventory (Garnefski et al, 2001), test anxiety inventory (Abolghasemi: et al, 1995) and metacognition questionnaire (Cartwright-Hatton and Wells, 2004). Result of this study showed positive and negative cognitive emotion regulation had a mediating role in the relationship between Meta cognition and test anxiety in student. Metacognition had a direct and indirect effect on test anxiety by mediating role of positive and negative cognitive emotion regulation but negative cognitive emotion regulation had a more effect than positive cognitive emotion regulation in mediating role between meta cognition and test anxiety. To the result, focusing on the cognitive emotion regulation strategies can play on important role in student test anxiety. More interventions based on metacognition and negative cognitive emotion regulation in treatment for pathological test anxiety are suggested.

Marital adjustment is one of the most important factors in achieving common life goals and is influenced by various factors, including beliefs of individuals. Therefore, the purpose of this study was to predict marital adjustment based on meta-cognitive beliefs in married women.

The research method was descriptive-correlation. The statistical population consisted of married women working in the health centers of eastern Tehran in 1395. Three hundred and twenty participants were selected by simple random sampling and Locke-Wallace Revised Marital Adjustment Test by Freeston and Plechaty (1997) and a short form of the Metacognitions Questionnaire (Wells and Cartwright-Hatton, 2004).

Multiple hierarchical regression analysis was used to analyze the data. The findings suggested that among the components of meta-cognitive beliefs, positive beliefs about worry predict marital adjustment, positively. Beliefs about uncontrollability and danger of worry and lack of cognitive confidence predict marital adjustment in married women, negatively

Ineffective meta-cognitive beliefs play an important role in the marital adjustment of married women. Hence, family counselors and therapists can focus on modifications ineffective meta-cognitive beliefs to increase marital adjustment and consolidate the foundation of the family.

Experts believe that one of the most important ways of empowering students is using new methods of training based on principles and methods of Metacognitive. So, the aim of this study was determining a model to show the relationship between Metacognitive beliefs on perceived competence and optimism of high school students. This was an applied research with cross-correlation method. The samples of 280 students of high schools in Yazd were selected by random multistep method. In this model, the Metacognitive beliefs were considered an exogenous variable, perceived competence endogenous mediator variable and Optimism endogenous variable. Data were gathered by Demographic Questionnaire, Metacognitive Questionnaire (2004), Perceived Competence Scale for Children Harter (1982) and Optimism Questionnaire (Scheier & Carver, 1985). Data were analyzed by SPSS-18 (for Statistical Descriptive and exploratory factor analysis) and LISREL (for Structural Equation Modeling and Confirmatory factor analysis). Also, the mediating role of perceived competence was examined by Soble Test. The results showed that Metacognitive beliefs impact on perceived competence and also perceived competence has a direct and significant effect on optimism. Metacognitive beliefs impact on optimism of high school students through perceived competence. So, it can be inferred that if students have the lower negative metacognitive beliefs, they will deserve more competence perception. Also, the more students had lower negative metacognitive beliefs and richer competence for themselves, the more they are optimistic about the future

According to prevalence of high substances and it is amount of relapse is one of the biggest concern of society. Is it possible prediction relapse according to factor of psychological? The purpose of this research is prediction of relapse substance based on belief of metacognition. The method of this research is a kind of correlation. From available sampling selected 300 patients that include 150 patients who have relapse substance (75 patients who treated by MMT methadone method therapy and 75 patients who treated by BMTbuprenorphine method therapy) and 150 patients that who didn’t have relapse substance and both of group (relapse and didn’t relapse) similar to each other and completed questionnaire of belief of metacognition. Data of this research from analyze variance, correlation of Pearson and regression in way of logistic with use SPSS software analyze and resolution. Result of thisbelief of metacognition 24% from possibility of relapse substance. (significance level 0.046). So attention to disorganized emotion regulation and disarranged belief of metacognitive in patient who have substance. seems to treatment based onbelief metacognitive prevented from relapse patients during treatment period.

The aim of present study was to investigation the role of metacognitive beliefs and thought control strategies in test anxiety symptoms of students. In a frame of correlation design, using multi-stage cluster sampling among high school students of Estahban and Shiraz in the 93-94 academic year, 401 students (male and female) were selected and completed test anxiety inventory (TAI), metacognitive questionnaire (MCQ-30) and thought control questionnaire (TCQ). Data were analyzed using Pearson correlation coefficient and stepwise multiple regression analysis. Pearson correlation coefficient showed that the cognitive components of positive beliefs about worry, uncontrollability, danger and cognitive confidence had a positive relationship with test anxiety symptoms of students. Also, among thought control strategies, worry, social control and punishment had a positive relationship with test anxiety symptoms of student, but attention diversion had a negative relationship. The results of stepwise multiple regression analysis of variables combination showed that uncontrollability and danger, cognitive confidence, punishment and need to thoughts control predict test anxiety symptoms of students, respectively. The results of this study suggests that one of important factors in incidence of test anxiety in students is metacognitive beliefs and copying strategies about them. Therefore, it is recommended that pay particular attention to metacognitive beliefs and copying strategies in the prevention programs or treatment of test anxiety.

The purpose of the present research was toinvestigation ofthe relationship between metacognitive beliefs with academic self-regulation and parents-students conflict.Method study was correlation andand the statistical community was all girls students from Tehran city, who were enrolled in the 1394-95 academic year.The sample group was included 206 students that were selected by random clusterSampling. Assessment instruments was Wells& Cartwright-Hatton(2004)metacognitive beliefs questionnaire, Ryan & Conell (1989) academic self-regulationquestionnaire and Straus(1990) conflict tactics scales questionnaire.data was analyzed by using Pearson correlation coefficient, simple regression and stepwise multiple regression. The results showed that there is negative significant correlation between metacognitive beliefs ,positive beliefs and cognitive self consciousness with academic self-regulation. there is negative significant correlation between need to control thoughts and uncontrollability/danger with with academic self-regulation , Introjected regulation and external regulation. there is negative significant correlation betweenmetacognitive beliefs,positive beliefs, uncontrollability/danger and need to control thoughts with parents-students conflict and verbal aggression.there is negative significant correlation between cognitive confidence parents-students conflict,verbal aggression and violence. Stepwise regression analysis showed that cognitive self consciousness and positive beliefs, could explain 0/15of variance inacademic self-regulation. Also cognitive confidence could explain 0/021 of variance in parents-students conflict. Counselors andteachersusingthese findingsandtaking into account theeducationaland psychological interventionscan beroundprogramwithincreasingstudentsviewsabout,theirmetacognitive beliefs.

this study aim
 to compare metacognition beliefs and rumination between students with normal and morbid levels of worry. Two hundred and fifty students were selected using multistage clustering sampling. The participants completed the Metacognition Beliefs (Wells, 2000), the Rumination (Nolen-Hoeksema & Morrow, 1991) and the Pennsylvania Worry (Meyer, Miller, Metzger & Borkovec, 1990) Questionnaires. Participants were divided into two groups, one with normal level of worry (n=125) and the other with morbid level of worry (n=125) on the basis of their scores on the Pennsylvania Worry Questionnaire. The results of analysis of variance indicated that the group with morbid level of worry had higher scores than the group with normal level worry on the components of metacognition beliefs (positive beliefs about worry, uncontrollability and risk, cognitive confidence and need to control the thoughts). There was no significant difference between the two groups in cognitive self knowledge belief. The group with the normal level of worry had higher scores on rumination components (to be lost in thought, distraction and deep thought) than the group with the morbid level of worry. In sum, the findings suggested that among component of metacognition only uncontrollability and risk predicted pathological worry.

The purpose of this study was to investigate the relationship between the coping styles, meta-cognitive beliefs and test anxiety by considering the mediating role of coping styles based on the Self-regulatory executive function in the university students. In 2010, 638 students of Tehran’s kharazmi University and Agricultural faculty of Tehran University were selected through Stratified sampling method from October to November. Students completed Coping Inventory for Stressful Situations of Endler and Parker, Test Anxiety Inventory, Metacognitions Questionnaire. In this study the correlational method was used. Spearman correlation test was used to determine the relationship between the variables and the path analysis method was used to determine the contribution of each component. The Results showed that the emotion-oriented and problem-oriented coping strategies had a mediating role in the relationship between the meta-cognition and test anxiety. But avoidance coping strategy had no mediating role in this relationship. Of five dimensions of meta-cognition, only the positive meta-cognitive beliefs and cognitive confidence had a direct effect on the test anxiety. But the effects of other dimensions were indirect. With respect to the results, focusing on the coping strategies and meta-cognitive beliefs can play an important role in the students’ test anxiety. It is suggested that the treatment interventions which are based on the meta-cognition and coping should be considered for treatment of test anxiety disorder.

This study aimed at investigating the relationship between metacognitive beliefs, social anxiety and shyness considering the mediating role of emotion regulation. 700 high school students completed the Stanford Shyness and Social Anxiety questionnaires.According to the extreme scores in the scales, 110 subjects were selected as shy individuals and 46 subjects were selected as individuals with the social anxiety disorder. To distinguish the shy people with/without symptoms of social anxiety, the SPIN were performed on shy sample again and based on the extreme scores, there were 45 subjects with social anxiety symptoms and 60 subjects without social anxiety symptoms. 43 subjects in all three groups completed Emotion Regulation and Metacognitive Beliefs questionnaires. The results showed significant relationship between metacognitive beliefs, emotion regulation strategies and social anxiety and shyness with/without symptoms of social anxiety. There was a significant relationship between metacognitive beliefs and suppression in social anxiety sample and between metacognitive beliefs and cognitive reappraisal in the shy group with symptoms; but there was no significant relationship in shy group without symptoms. Regression analysis showed that some components if metacognitive beliefs including negative beliefs and thought control through suppression could predict the social anxiety better and those components of positive belief and cognitive assurance through cognitive reappraisal could predict the shyness with the symptoms of social anxiety. The results showed that the metacognitive beliefs could predict the shyness without the symptoms of anxiety through the mediation of emotion regulation.

Anxiety disorders, particularly social phobia, are one of the most important disorders in schools requiring attention. Given the importance of this matter, the purpose of the present research was to study the relationship of meta- cognitive beliefs and self-efficacy with social phobia and to compare these beliefs in individuals with and without social phobia. Using a multistage cluster sampling procedure, a sample of 136 12th grade high school students in Kermanshah was selected. Liebowitz Social Anxiety Scale, Meta-Cognitive Beliefs Questionnaire, and General Self Efficacy were used to gather data. The design of study was correlational. Data were analyzed using descriptive statistics and regression analysis. Results revealed that positive beliefs about worry, cognitive competence, cognitive self consciousness, total meta-cognitive beliefs and self-efficacy were negatively correlated with social phobia, while beliefs about thought control correlated positively with social phobia. It can be concluded that meta- cognitive beliefs and self-efficacy are effective in predicting social phobia.