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

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 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.

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.

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.

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.

Pain is an unpleasant experience, usually accompanied by potential or actual tissue injury, and is composed of emotional, sensory, cognitive, and social components. Past research has shown that both cognitive and emotional factors play a significant role in experiencing pain. An important complication of cancer is pain. More than 70 % of cancer patients experience disease-related pain. The cancer-caused chronic pain affects the quality of life of people with cancer. It also increases the risk of depression and anxiety in these patients. Psychological factors play a significant role in how patients adapt to pain. The research design was descriptive-correlational and the statistical population included people with Leukemia who had referred to clinics and hospitals in Yazd for treatment and chemotherapy. In total, 240 individuals were selected by convenient sampling method. The results showed that there is a significant relationship between metacognitions, meta-emotions, psychological flexibility and experienced pain. The presence of negative emotions and decreased mental flexibility was associated with increased pain. The role of psychological flexibility as a mediating variable between metacognition and meta-emotion with the amount of pain experienced was confirmed. It was demonstrated that metacognitions and meta-emotions, through psychological flexibility affect the degree of the pain experienced.

The aim of this study was to investigate the mediating role of metacognition in the relationship between attachment styles and online gambling addiction in adolescents. The method of the present study was descriptive-correlational. The statistical population was all male adolescents in district one of Tehran, from which a sample of 234 people were selected by convenience sampling method. The research instruments were Wells Metacognitive Beliefs Questionnaire,Wang and Chang online game addiction,and Collins and Reed attachment style. Relationships between variables were performed by Pearson correlation test and structural equation modeling test using partial least squares method. Pearson correlation test showed that there is a negative and significant relationship between secure attachment with metacognition and online gambling addiction and between positive avoidance and anxiety with metacognition and online gambling addiction and a positive and significant relationship between metacognition and online gambling addiction (0.05>P)existed. It also clarified the indirect relationship between the dimensions of attachment and online gambling addiction through metacognition and showed that metacognition plays a mediating role in the relationship between the dimensions of attachment and online gambling addiction. It is suggested that psychologists emphasize the role of attachment and metacognition dimensions for preventive interventions and awareness-raising for families and schools.

students didn’t have the opportunity to engage in problem-solving and knowledge management activities in traditional teaching methods. So, it is essential to change the instructional approach in order to use the online resources and material that leads to creating modern techniques. One of the new methods is flipped learning, which improves basic skills.

The present study is aimed to determine the effectiveness of instructional packages based on flipped learning on students’ metacognition and problem-solving skills.

The method was semi-quasi with a pre-and post-test design. The statistical population was all students in Alashtar. It is chosen 60 students through simple probability sampling. The instruments were Haroldetil and Abedi’s metacognition questionnaire and a researcher-made problem-solving test. The control group was taught through traditional methods, and it is designed and developed an instructional package based on flipped learning for the experimental group the teacher and students’ activities are done in three stages: pre and during, and after class. Data were analyzed by multivariate and univariate analysis of covariance.

There is a significant difference between the control and experimental group in meta cognition and problem-solving skill. (p<0.01). It means that the means in the experimental group is higher than the control group.

Based on the findings, it concluded that flipped class help in managing time appropriately, and training metacognition, and problem-solving skill. The teacher has more opportunities to concentrate on important issues and content and see more effective and deeper learning.

Over the recent decades, personal epistemology or the nature of human knowledge with some concepts including metacognition and theory of mind, which emphasized that people interpret the behavior of others based on their own mental beliefs, inner intentions, thoughts, feelings, and beliefs, were considered by psychologists. In congruence with previous studies, there is a research gap in children's understanding of the nature of knowledge and the impact of metacognition and theory of mind on their epistemology.

This study aimed to investigate the effect of metacognition on personal epistemology with the mediating role of theory of mind or the examination of the inner intentions and, understanding of the cause of behavior, mind, thinking, belief, and knowledge in third to sixth-grade students.

This was a fundamental and descriptive-correlational study based on purpose and data collection, respectively. The sample consisted of 303 (101 boys and 202 girls) elementary students in the third to sixth grades of Khorramabad, Iran. They were selected by stepwise cluster sampling method. Participants responded to the metacognitive skills questionnaire (Sperling et al., 2001), Streenerman Mind Theory Test (1994), and the Children's Personal Epistemology Questionnaire (Tanha et al., 2019). Besides, data were analyzed using structural equation modeling.

The results illustrated that the proposed model had a good fit with the data. Accordingly, the direct path of metacognition on the theory of mind and personal epistemology and the direct path of the theory of mind on personal epistemology were significant (p<0/01). Also, the indirect effect of metacognition on personal epistemology through mind theory was also significant (p<0/01).

Metacognition, mind theory, and personal epistemology have theoretical common dimensions. It seems conducting more extended field studies and clarifying more aspects of this relationship can have more practical applications in the educational setting

The purpose of this study was to develop a critical thinking model based on moral justice and cognitive abilities mediated by metacognition in students. Therefore, the research method was correlation type and the statistical population included all the students of Semnan city, based on Norman and Streiner's (2003) view, 300 of them were selected as a sample using the sampling method. Data collection tools included Ricketts (2003) Critical Thinking Questionnaire, the short form of the Wells Metacognition Questionnaire (1997), the Rescue Cognitive Abilities Questionnaire (2013), and the Birger Ethical Justice Questionnaire (2012); Data analysis was performed using Amos software and path analysis method. Findings showed that there is a significant positive relationship between metacognitive, moral justice and cognitive ability with critical thinking 0.24, 0.45 and 0.21, respectively. The results of structural equations also showed that there is a significant relationship between cognitive ability and moral justice indirectly through the mediation of metacognitive beliefs with critical thinking; There is also a direct and significant relationship between critical thinking and metacognitive beliefs with moral justice and cognitive ability, and the assumed model indices has also shown that the model has a suitable and acceptable fit. Based on the findings of the research, the necessity of combining different structures in individual performance was confirmed, so it is suggested that, by confirming the above relationships, basic education should be paid attention to by experts and planners from early childhood and in preschool stages.

Math anxiety is a widespread problem for all ages worldwide; In international assessments and based on studies of international planning of students, most teenagers have reported anxiety and tension in math classes and when doing math exercises; Therefore, the present study was conducted to compare the effectiveness of Wales' metacognition training with Kabat Zain's mindfulness training on academic procrastination of students with math anxiety.

In this research, a quasi-experimental research method of pre-test and post-test design was used with two experimental groups and one control group; The statistical population of this research includes all female students in the second year of high school in the 6th district of Tehran in the academic year 2021-2022. 45 people who met the criteria for entering the research were selected by multi-stage cluster sampling method and were randomly and equally divided into two experimental groups and one control group. The first experimental group underwent Wales metacognition training in 8 sessions of 60 minutes, and the second experimental group underwent mindfulness training in 8 sessions of 120 minutes, and the control group remained waiting without any intervention during this time. The research tools include Pleck and Parker's math anxiety questionnaire (1982) and Solman and Rothbloom's academic procrastination scale (1984). The data analysis of this research was done in two parts: descriptive (central and dispersion indices, skewness and kurtosis) and inferential (MANCOVA) using SPSS-23 software.

The results showed that both Wales metacognition training and Kabat-Zinn mindfulness training are effective on the academic procrastination of students with math anxiety. Also, the results indicated that these two treatments are effective on the academic procrastination of students with math anxiety.

The results showed that the effectiveness of Kabat-Zinn mindfulness therapy on academic procrastination and its subscales is more than that of Wales' metacognitive therapy.

Research shows that metacognition, ambiguity tolerance, and psychological flexibility are related to resilience. However, there is a research gap in the scope of indigenous studies in the research community.

This research was conducted to investigate the role of metacognition, ambiguity tolerance, and psychological flexibility in predicting resilience in the wives of martyrs of Alborz province.

The descriptive research method was correlation type. The statistical population included all the wives of the martyrs in 2021- 2022. 451 people were selected through the available sampling method and Wells and Cartwright Hutton (2004) metacognition questionnaires, Bond et al.'s acceptance and action questionnaire (2007), Bodner's ambiguity tolerance questionnaire (1960), and Connor et al.'s resilience questionnaire (2003) was implemented on them. Data analysis was done using multiple linear regression analysis.

According to the data analysis, the variables of psychological flexibility (β=0.37), ambiguity tolerance (β=0.25), cognitive stability (β=0.22), uncontrollability and dangerousness of thoughts (β=-0.19), and cognitive trust (β = -0.13) are respectively the strongest predictors of resilience. In addition, psychological flexibility (F=7.23, p≥0.001), ambiguity tolerance (F=10.6, p≥0.001), and cognitive stability (F=19.5, p≥0.001) predict an increase in resilience, but belief in the uncontrollability and dangerousness of thoughts (F=99.2, p≥0.003) and cognitive trust (F=51.2, p≥0.012) predict a decrease in resilience.

From the above findings, it can be concluded that metacognition, ambiguity tolerance, and psychological flexibility are directly related to resilience and increase resilience. Repeating the research with more samples in other groups is needed.

Strengthening the dimensions of spirituality and religious orientation is one of the most important internal criteria against people's problems. Psychological resilience is an approach that shows the ability of a person to deal with unexpected and harmful events according to the general conditions of living and working environment. Flexibility allows a person to change the way he or she learns whenever he or she needs to.

The statistical population of the present study is  the martyrs’ wives of Alborz province. In this study, 451 people between the ages of 20 to 60 years were selected as the sample size. Data analysis was performed using 23-SPSS and 23-AMOS software. Pearson correlation test and stepwise regression were used to analyze the data.

According to the data analysis in terms of mean external religious orientation (P = 0.016, F = 4.23), internal religious orientation (P = 0.001, F = 8.35), resilience ( P = 0.001, F = 19.90) and psychological flexibility (P = 0.001, F = 109.69) There is a significant difference between the spouses of martyrs with different levels of metacognition.

Religious orientation along with metacognition and tolerance of ambiguity can be a prerequisite for resilience, resilience helps to improve post-traumatic growth.

Obsessive-compulsive disorder is one of the most common psychological disorders in adolescents with a relatively high prevalence. This disorder causes a lot of social and economic costs for the affected people and society and affects their social, educational and occupational functions. The aim of this study was to explain the symptoms of obsessive-compulsive disorder based on psychological flexibility and metacognitive beliefs with the mediating role of mindfulness.

The present study was cross-sectional and correlational. 225 male and female high school students in Aleshtar city in the academic year 1397-98 were selected using multi-stage cluster sampling. Data collection tools were metacognition questionnaire, obsessive-compulsive disorder questionnaire, acceptance and practice questionnaire and mindfulness questionnaire. Pearson correlation coefficient and structural equations were used to analyze the findings.

The evaluation of the model showed the acceptable fit of the hypothetical model.The results of model analysis showed that the predictor variables of psychological flexibility and metacognitive beliefs were directly and indirectly mediated by the awareness of mindfulness on the symptoms of obsessive-compulsive disorder had a significant effect (p <0.01). Also, the variable of mindfulness had a direct and significant effect on obsessive-compulsive disorder (p <0.01).

The results indicate that psychological flexibility and adjustment of dysfunctional metacognitive beliefs can reduce the symptoms of obsession, and Meanwhile, mindfulness as a mediating variable is part of the process of reducing obsessive-compulsive symptoms.

Postpartum Depression (PPD) may affect mother-infant attachment and other family relationships, and may even threaten the safety and health of mother, infant and other children. Despite the relative efficacy of most cognitive therapy methods in controlling or reducing the symptoms of PPD, their application has faced many shortcomings due to a lack of explanation of the main cause of the disorder and deficiency in providing appropriate treatment strategies. Also, less research has been done on the effect of detached mindfulness-based metacognitive therapy on meta-worry, cognitive distortion, and other symptoms of PPD.

The present study aimed to determine the efficacy of metacognitive therapy based on detached mindfulness on reducing meta-worry and interpersonal cognitive distortion in women with PPD.

This research was conducted by quasi-experimental method using a two-group pretest-posttest design. The statistical population of the study was all women referred to Golestan Urban Health Center in Ardabil City from 2018 to 2019. Sampling method was convenience sampling. Using Beck Depression Inventory (BDI) (1996) and the Edinburgh Postnatal Depression Scale (EPDS) (1987), 40 people were selected (20 in experimental group and 20 in control group). Then, for the experimental group, the protocol of detached mindfulness-based metacognitive therapy was performed during 8 sessions in Golestan Urban Health Center in Ardabil City, and the results were analyzed based on meta-worry and interpersonal cognitive distortion scales by analysis of covariance (ANCOVA).

The results showed that in the experimental group the average posttest scores of meta-worry and interpersonal cognitive distortion were significantly different from the control group. In other words, after therapeutic intervention meta-worry (F = 317.62; P = 0.001 <0.05) and interpersonal cognitive distortion (F = 331.39; P = 0.001 <0.05) meaningfully decreased in the experimental group.

The results of this study indicated that detached mindfulness-based metacognitive therapy, by improving the thinking process, identifying negative metacognitive and correcting beliefs, and providing appropriate cognitive responses, is an effective therapeutic approach in treating PPD symptoms and reducing meta-worry and interpersonal cognitive distortion.

The purpose of this study was to predict mental health of students based on the hope, life satisfaction and self-esteem variables with the mediating role of cognition, metacognition, and motivation for progress.

The research method was correlational and 256 students were selected through randomized multistage cluster sampling. They answered the questionnaire of hope, life satisfaction, self-esteem, general health, cognition, metacognition, and progression motivation.

Findings showed that the standardized coefficient is the path of direct effects of hope, life satisfaction and self-esteem with cognition, metacognition, progress motivation and mental health, and the direct effects of cognition, metacognition, and progress motivation with mental health are significant at 0.01 alpha level (p 0/01). Also, the indirect coefficient related to the hope, life satisfaction and self-esteem relationship with mental health by variables of cognition, metacognition and progress motivation are at 0.01alpha level.

In general, findings show the effect of hope, life satisfaction and self-esteem in promoting cognitive, metacognitive and student motivation for achieving mental health.

The present study was conducted to determine the effectiveness of teaching Self-regulated metacognitive learning strategies on Negative Academic Emotions and Positive Academic Emotions of secondary school students in Tabriz.

The research method was a semi-experimental design with pretest-posttest design with control group. The statistical population of this study was all male primary school pupils in Tabriz in the academic year of 2017-2018-randomly selected cluster random sampling and assigned to two groups (40 people) and control (40 people), Participants in the experimental group received Self-regulated education metacognitive strategies training in twelve sessions of 90minutes. The data were collected using the Pekrun, Goetz & Perry Academic Emotions Questionnaire and analyzed by multivariate covariance analysis.

the results of the covariance that 75% of the variance in the post-test scores of the experimental group was due to the effect of Self-regulated education metacognitive strategies and relation- ships with peers. Therefore, it can be concluded that Self-regulated education metacognitive strategies affects the improvement of positive emotions (frill, expectance, pride) and the quality of relationships with peers (p<0/001).

Self- regulated education metacognitive strategies education is effective in reducing the dimensions of academic 'negative emotions (bagginess, ager, boredom, dis- appointed, shame) of students.