جستجوی مقالات مرتبط با کلیدواژه « cognitive beliefs » در نشریات گروه « روانشناسی »

Hyperactivity disorder is one of the common disorders in childhood that is associated with defects in self-regulation functions. Among the therapeutic approaches that can affect self-regulation in these students is teaching theory of mind. this study aimed to evaluate the effectiveness of mind theory training on the self-regulatory executive function of hyperactive elementary school students in Piranshahr. The current research method was Quasi-experimental and the statistical population was sixth grade students with attention deficit hyperactivity disorder. The statistical sample of this study included 50 hyperactive students, who were selected by purposeful sampling and were placed in two experimental and control groups. The research tools were Connors rating scale questionnaire for parents, Pintrich and de Groot self-regulated learning strategies questionnaire. The validity of two instruments is standard And the reliability using Cronbach's alpha was 0.842 and 0.938 respectively.The results of MANCOVA showed that Theory of mind training can improve self-regulation (F=397/47), cognitive strategies (F=155/63), metacognitive strategies (F=149/66) and motivational beliefs (F=248/65) in hyperactive students. As a result, teaching theory of mind by improving cognitive processing can improve cognitive processes and increase self-regulation in hyperactive students

The aim of this study was to determine the effectiveness of group schema therapy on metacognitive beliefs, fusion of thinking and rumination of women with generalized anxiety disorder in Kerman. The research method was semi-experimental with pre-test and post-test design with control group. The sample was purposefully selected from the clients of Kerman Counseling and Psychology Centers and in order to conduct the research after the implementation of the metacognitive beliefs questionnaires, the combination of thinking and mental rumination, 40 of the clients were selected purposefully and in two groups. Twenty people were randomly selected for testing and control. The experimental group underwent a 60-minute schema therapy for 10 sessions.The measurement tool for Wales et al.'s metacognitive belief questionnaires was a fusion of Thordson's and Rachman's thinking and Huxma and Maro's ruminants, completed by pre-test and post-test participants. Data were analyzed using descriptive statistics and multivariate analysis of covariance. The results showed that group schema therapy has an effect on metacognitive beliefs, thought mixing and thought rumination in women with generalized disorder. So that group schema therapy reduces metacognitive beliefs, thought-action intertwining and rumination in women. Schema therapy is an appropriate method to modify the dimensions of metacognitive beliefs, thought-action mixing and rumination in women with generalized disorder.

The present paper seeks to review the antecedents of academic engagement on the basis of Wigfield- Eccles expectancy- value theory. Accordingly, a model was designed in which social culture was considered as exogenous variable, student's perception of learning environment, attribution style, emotional memory, academic self-concept, expectation of success, and task value as moderator variables, and academic engagement as the consequence. To examine the model, a sample including 710 high school students in grade two and three in the courses of experimental sciences and mathematics in Qom high schools were selected through random sampling. All of them completed the questionnaires of student's interaction with teacher, peers, and parents, student's perception of learning environment, attribution styles, academic self-concept, emotional memory, expectancy- value, and academic engagement. The internal relations of variables were examined by structural equations model and EQS6.1 software. The findings show that social culture has a direct structural effect on student's perception of learning environment and attribution style, and a positive structural effect on expectation of success and task value through self-concept and emotional memory. Self-concept and emotional memory has also positive structural effect on academic engagement through task value. Only structural effect of self-concept on academic management through expectation of success is not significant. The expectancy-value theory is a suitable model for students' academic engagement. The role and contribution of motivational beliefs and cognitive processes are of importance in explaining academic engagement and the structure of their internal relations.

Social anxiety disorder is the most common anxiety disorders that should be of interest to researchers. This study investigates the role of meta-beliefs (cognitive beliefs, negative meta-belief and mental control) in prediction variance of social anxiety. This study was descriptive –correlation, that and statistical population consist of all clients suffering from social anxiety disorder in Kermanshah city in 2015. For selection of sample size using available sampling number 300 people were selected. The tools for collection of data were Social Anxiety Questionnaire of Connor et al (2000), Social Anxiety Meta Cognitive questionnaire of Mahmoodi et al (2015) and Structured Interview (SCID). For analysis of data using Pearson correlation and multiple regression analysis. The results showed that there was significant positive relationship among social anxiety and elements of cognitive ability, mental control and negative meta-beliefs (P<0.001). Results of regression showed that negative meta-belief and mental control could predict variance of social anxiety (R2=21%, P<0.001). While the component of cognitive ability was not able to predict social anxiety variation. With regard the role of meta-cognitive beliefs in continuity of social anxiety, it seems that changing these components can improve and reduce of social anxiety.

The aim of this study is the examination effectiveness of mindfulness–based cognitive therapy on Recovery meta-cognitive beliefs in suffering disorder comorbidity social anxiety and depression.
The study method of sub-experimental design pretest-posttest and follow-up design with control group. The study population consisted of all secondary school girls students in the first and second period suffering disorder comorbidity social anxiety and depression are Khorramabad. That in order to implement a screening test was conducted the first 437 participating the age range 14 to17 years, social anxiety and depression questionnaires completed, Among the 30 Person with high suffering disorder social anxiety and depression (one standard deviation above the average for the group) was selected, The 30 Person selected simple randomly divided into 2 groups of 15 experimental and control. The experimental group received 8 sessions of 2 hours, week a meeting as a group training were mindfulness-based cognitive. Ultimately, the collected data were analyzed applying spss-19 software via ANCOVA method.
The findings of the present study demonstrated a significant positive impact of Mindfulness-based cognitive therapy on reduction of level meta-cognitive beliefs (P According to the results, recommended mindfulness-based training to Recovery meta-cognitive beliefs in ssuffering withdisorder comorbidity social anxiety and depression.

This study aimed to investigate the role of meta-cognitive beliefs and emotional intelligence in predicting social adjustment in blind peopleand its comparison with normal individuals. The research method was causal comparative and the statistical populations were all the blind persons who were the members of Ardabil Blindness Association in the first 6 months of 2013 and the ordinary people in the age range 20 to40that had no disabilities. 80 subjects (50 percent blind persons and 50 percent normal people) were chosen with available sampling method and the data were gathered using Meta-Cognition Questionnaire، Emotional Intelligence Index and Adjustment Index، and they were analyzed by chi-square، ANOVA and multivariate regression. The results showed that there were significant differences between blind persons and normal people with respect to some variables such as self-awareness، self-management، social awareness and cognitive self-awareness. The emotional intelligence of the blind subjects was higher than normal subjects (p<0. 05). Regression analysis showed that the related models about the prediction of social adjustment based on emotional intelligence components and meta-cognitive components were significant in the blind persons (p<0. 01)، but they were not significant in normal subjects (p>0. 05). 20percent of the total variance of social adjustment in the blind persons was explained by emotional intelligence and meta-cognitive beliefs. These results have applications for the prevention of social and psychological dysfunctions and are usable in rehabilitation for blind people.

The present study was done to compare the effectiveness of meta-cognitive therapy (MCT) with the control group in the treatment of general anxiety disorder (GAD) and meta-cognitive beliefs. This research was a randomized controlled clinical trial study. They were initially screened according to general anxiety inventory, and then 30 participants who met the exclusion-inclusion criteria were selected and randomly assigned to two groups of meta-cognitive therapy and control group (15 in each group). The population of the study was comprised from the pretest, posttest with a one month follow up design and a control group by a GAD scale and a meta-cognitive questionnaire. The experimental groups received 8 sessions of meta-cognition therapy while the control group did not receive any interventions. Data were entered into the SPSS Ver. 18 and analyzed by repeated measurements, Paired T Test, Independent T Test. A significant efficacy was observed in reducing GAD and meta-cognitive scale and also a significant effect size (ES) was observed among the meta-cognition group. Also the level of effectiveness in meta-cognition therapy was significant. The highest rates of recovery were related to the scales of GAD (ES=2.38) and meta-cognitive beliefs (ES=2.38) respectively. Meta-cognition therapy can be considered as one of the treatment strategies for general anxiety disorder in comparison to the control group due to significant efficacies. All this is because MCT targets worry as a key cognitive feature of GAD and reduces the symptoms of GAD.

The aim of the present research was to study the effectiveness of meta–cognitive counseling on test anxiety symptoms of students. The research design was semi-empirical with pretest- posttest، follow-up and control group. The statistical population included all second grade girl students of Isfahan city guidance schools in 2012 (1391s. c.). Form the population، 120 students were selected by cluster sampling method، and they completed the Test Anxiety Inventory. 34 students with highest test anxiety score were assigned randomly in an experimental and a control group (17 students، each group). Every participant in the experimental and the control group completed the Test Anxiety Inventory (Aboulghsemi، et al،. 2009/1388s. c.) in the pretest، posttest and follow-up stage. Meta-cognitive counseling was applied on the experimental group for 9 sessions of one hour each week. At the complession of meta-cognitive counseling program، posttest and then follow-up test (1 month later) were completed by both groups. For analyzing the data، multi- variance and covariance (MANCOVA) were used. Results showed that meta-cognitive counseling has signifintly reduced test anxiety symptoms in the posttest and follow-up stages (P<0. 01).

The purpose of the present study was to investigate the role of procrastination، self-regulation and cognitive beliefs in predicting alexitimea in female highschool students. The study is descriptive corelational. The statistical population of the study includes all female highschool students in Meshkinshahr during the academic year 2012-2013 (1391-92). The 120 subjects were selected from different highschools in the town using the selfregulation، meta cognitive and alexitimea scales. The findings were analyzed using Pierson corelational coefficient method، multivariable regression and path analysis. The results showed significant relation between self-regulation and alexitimea (P<0. 001). There is also a positive significant relationship between meta-cognition and procrastination and alexitimea (P<0. 001). In order words، 66% of alexitimea is explained by procrastination and meta-cognitive beliefs. The results of path analysis indicated that procrastination and meta cognitive beliefs affect alexitimea through self regulation. Students with high self regulated low levels of procrastination and alexitimea and as a result achieved higher academic achievement.

The purpose this research was a comparative review of meta-cognition components in youngsters stricken and not-stricken with obsessive compulsive disorder. Comparative-causative method was used in this study، the available sampling method is used to select the samples including 30 youngsters stricken with obsessive compulsive disorder among those admitting to psychiatric clinics of Imam Hussein (AS) and Tehran Roozbeh hospitals، and 30 youngsters not stricken selected among the students in Tehran. To collect data، the diagnosis of psychiatric and organized clinical interview based on DSM-IV diagnostic criteria، short form of Wells and Cartwright-Hatton meta-cognition Questionnaire and Madzli’s obsessive compulsive questionnaire were used. The data were analyzed via T test within two independent groups. The results showed that the meta-cognition of youngsters stricken with obsessive compulsive disorder compared with adolescents not stricken by the disorder was different and only in the component relating to the need to control thoughts in the two groups difference was not observed. Regarding to the results obtained in the study، meta-cognition beliefs were important in showing minds، feelings and the necessity of doing manners as well as conserving، persistency and intensifying of illness''s signs in people who are stricken with obsessive compulsive disorder are playing an important role.

The aim of the present study was to investigate meta-cognitive beliefs in normal and gifted students. 60 male students (in 2 groups of 30) were randomly selected. The research hypothesis was this: There is a significant difference in meta-cognitive beliefs between gifted and normal students. To test the research hypothesis, the meta-cognitive questionnaire with 30 questions was administered. The data were analyzed using independent t-test. The results of the study indicated that there is significant difference in meta-cognitive beliefs of gifted and normal students. It was also found that the two groups of students are significantly different with regard to micro-factors of cognitive self-awareness. However, no significant difference was found between the members of the two groups regarding cognitive confidence factors, positive beliefs about anxiety and negative beliefs about uncontrobaility and risk. It seems that due to higher levels of IQ, gifted students are trying to closely control their mental behavior, and as a result of this, enjoy higher standards of self awareness. It seems, however, that the components of positive and negative beliefs as well as cognitive confidence are independent of IQ

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.