جستجوی مقالات مرتبط با کلیدواژه « باورهای فراشناختی » در نشریات گروه « علوم تربیتی »

The purpose of this research was to investigate the relationship between metacognitive beliefs and cognitive regulation of emotion and self-expression in high school female students of Kohnani city.

The method of this study was correlational. The statistical population of this research consisted of all the female students of the first secondary level of the city of Kohnani who were studying in the academic year 2019-2019. Among the statistical population, 105 students were selected by random sampling from girls' secondary schools. In order to collect research data from Wells and Cartwright Hutton's Metacognition Questionnaire (2004), Garnevsky et al.'s Cognitive Emotional Regulation Questionnaire (2001) and Gambrill and Ritchie's Self-Expression Questionnaire (1975) whose reliability level is 76.76 respectively. , 82/. and 78/. It is used. In this research, descriptive statistics and inferential statistics of regression analysis were used to analyze the data.

The results of the analysis of research hypotheses showed that there is a significant positive relationship between metacognitive beliefs and cognitive regulation of emotion and self-expression. In other words, the existence of metacognitive beliefs is associated with an increase in the cognitive regulation of emotion and self-expression in students.

According to the results of this research, it can be said that metacognitive beliefs as an important psychological variable have a significant relationship with the degree of cognitive regulation of emotion and self-expression in students, and this relationship makes the students adapt as much as possible in different environments. school and family.

The aim of this study was to determine the relationship between stress coping strategies and psychological well-being with metacognitive beliefs in couples with marital incompatibility. The present study was a descriptive correlational study. The statistical population of the present study included all couples referring to the Counseling Center of District 5 of Tehran in 1398. The results showed that metacognitive beliefs had a significant positive correlation with problem-solving coping strategy (p <0.01, r = 0.057). However, metacognitive beliefs have significant negative correlations with emotionally coping strategies (p <0.01, r = -0.42) and avoidant coping strategies (p <0.01). = r). Metacognitive beliefs also had significant positive correlations with psychological retardation scales. This means that as the metacognitive beliefs increase, so does the psychological well-being of couples with incompatibilities, and vice versa. The results of this model showed that all subscales of psychological well-being were able to predict metacognitive beliefs. Thus, there were multiple scales and a total score of psychological well-being with multiple metacognitive beliefs. The subscales of counterterrorism strategies were able to predict metacognitive beliefs. The positive coping strategy predicted positively, and the emotional and avoidance strategies negatively predicted metacognitive beliefs.

The present study was conducted to develop structural equations of social adjustment of students with specific learning disorders based on alexithymia and metacognitive beliefs and mediated by perceived social support.

In this descriptive and correlational study, 210 subjects were selected as a purposeful sample from all male and female students aged 10 to 14 years with specific learning disorders in Tabriz in 2019- 2020. Bell Social Adjustment Inventory, Wells Metacognitions Beliefs Questionnaire, Toronto Alexithymia Scale, and Zimet et al, Multidimensional Scale of Perceived Social Support were used to collect data. The collected data were analyzed using Pearson correlation analysis and structural equations by Lisrel 8.8 software.

The results showed that alexithymia and metacognitive beliefs have a negative and significant effect and perceived social support has a positive and significant effect on social adjustment. Alexithymia and metacognitive beliefs, in addition to having a direct effect, also indirectly affect the social adjustment of students with specific learning disorders through the mediation of perceived social support, according to the value of VAF statistics, it was observed that 31.5% of the effect of alexithymia on social adjustment, 20.9% of the effect of metacognitive beliefs on social adjustment can be explained through perceived social support.

According to the consequences of learning disability and its widespread effects on the process of individual and social life, it is suggested that programs be implemented to promote appropriate emotions and metacognitive beliefs and to expand social support among students with learning disabilities.

The aim of this research was to determine the effectiveness of Wells metacognitive approach therapy on metacognitive beliefs and rumination of people with obsessive-compulsive disorder. This study was quasi-experimental with pre-test and post-test design with experimental and control groups. The research population was housewives with obsessive-compulsive disorder of Borujerd province in 2017-18 years with number of 1297 people. The research sample was 30 people who were selected by available sampling method and randomly assigned into two equal groups. Experimental group received 8 sessions of 60 minutes (two sessions per week) based on Wells metacognitive approach therapy and control group received no training. The research tools were the questionnaires of metacognitive beliefs (Wells & Cartwright-Hatton, 2004) and rumination (Nolen-Hoeksema & Morrow, 1991). Data were analyzed by multivariate analysis of covariance method in SPSS software version 21. The findings showed that there was a significant difference between the experimental and control groups in terms of metacognitive beliefs and rumination. In the other word, Wells metacognitive approach therapy led to decrease metacognitive beliefs and rumination in housewives with obsessive-compulsive disorder (P<0/001). Regarding to the effectiveness of treatment method on decreasing metacognitive beliefs and rumination of housewives, it is recommended that therapists and clinical psychologists use Wells metacognitive approach therapy along with other therapies to improve metacognitive beliefs and rumination.

The purpose of this study was to investigate the relationship between spiritual intelligence and metacognitive beliefs with anxiety in students of Islamic Azad University, Azadshahr Branch. This was a correlational study. The statistical population of the study consisted of all students of Islamic Azad University Azadshahr Branch in the academic year of 94-95. Sample size was determined by sex and college by quota sampling of 180 men and 180 women. Data gathering tools were Abdullah Zadeh et al. spiritual intelligence, Wells meta-cognitive beliefs, and Cattell anxiety questionnaires. Regression analysis was used to analyze the data. The results of multiple regression analysis in order to predict students' anxiety based on their spiritual intelligence and their metacognitive beliefs showed that approximately 18.92% of the variance of students' anxiety scores can be explained by their spiritual intelligence and their metacognitive beliefs. The variables of spiritual intelligence and metacognitive beliefs are significant in this equation.

The purpose of this study was to compare metacognitive beliefs, rumination, worry and intolerance of uncertainty in mothers of students with and without learning disorder. The statistical population of this study included mothers of children with and without learning disorder in Marand who visited the Marand Learning Center in order to treat their children's learning disabilities during the second six months of the academic year of 2017-2018. From these visitors, 50 mothers of children with learning disabilities were selected through convenience sampling. Data collection instruments were the short form of the metacognitions questionnaire by Wales & Cartwright-Haaton, rumination questionnaire by Yousefi, intolerance of uncertainty scale by Friston and the Pennsylvania State worry questionnaire. The results of the study indicated that two groups of mothers with and without children with learning disorder had a significant difference in meta-cognitive beliefs, rumination, worry and uncertainty. The findings of this study, while confirming the mental health problems in parents (especially mothers) with children with learning disabilities, can also be interpreted within the framework of cognitive theories of emotional disorders.

The purpose of this study was to identify the relationship female secondary teachers' metacognitive beliefs and professional self-efficacy on one side and their professional qualifications in the city of Aleshtar. The statistical population included all junior secondary school teachers of Aleshtar (i.e.  1442 teachers divided into 886 male and 576 female ones). 306 people were selected as the sample, using Krejcie & Morgan table and relative stratified random sampling method. The data was collected by three questionnaires: Wales' (1997) meta-cognitive beliefs, Sherer et al.'s (1982) self-efficacy and Mullaeinejad's (2012) teachers' professional competency. The data was analyzed through descriptive statistics (frequency, cumulative frequency, columnar graphs) and inferential statistics (Kolmogorov–Smirnov test, Pearson correlation coefficient, t-test and regression test). The results showed that there was a significant relationship the teachers' meta-cognitive beliefs and professional self-efficacy on one side and their professional qualifications on the other side. In addition, there was another significant relationship the teachers' professional self-efficacy, positive beliefs about worries and beliefs about cognitive qualification on one side and their professional qualifications on the other side. However, there was an inverse meaningful relationship the teachers' lack of controllability and risk of negative beliefs, self-confidence in memory and the need to control the beliefs on one side and their professional qualifications.

The purpose of this study was to investigate the effect of the P4C content approach on the meta-cognitive beliefs and critical thinking of students and experimental method with pre-test, post-test design. The statistical population consisted of all sixth grade elementary school students in Torbat-e Heidariye city who studied in the academic year of 2016-2017, of whom through cluster sampling and after screening, 50 students   randomly divided into two experimental and control groups. Measurement tools included the Children's meta-cognition questionnaire (MCQ_C) (Bekaw et al., 2009, Modified by Qaderi et al., 2012) and the Sasu critical thinking Scale (2013). At first, both groups were tested. Then, for the experimental group, 10 sessions of 1 hour content approach of P4C was provided, and the control group did not receive any special training during this period. At the end, again from both groups received a post-test, Data were analyzed by SPSS software using multivariate covariance test and variance analysis, and the results showed that using content approach of P4C  with 95% probability with metacognitive and critical thinking  of students has a significant relationship, So that the average scores of meta cognitive beliefs in the experimental group after the practice of teaching philosophy have been significantly decreased, so average scores of critical thinking increased, if there is no significant change in the control group. Finally, the research hypothesis that the content approach of P4C has a significant effect on the meta-cognitive and critical thinking of male students in the sixth grade of elementary school students has been confirmed.

Procrastination is one of the effective factors in student's academic performance. This research carried out to investigate the relationship of academic procrastination with metacognitive beliefs, emotion regulation and tolerance of ambiguity. The research method was descriptive-correlational and its population was all students at the University of Isfahan, 120 of whom were selected by multistage simple random sampling method. The Sevari academic procrastination questionnaire (with dimensions of deliberating procrastination, procrastination caused by physical-mental and procrastination caused by disorganization), the Wells & Cartwright-Hatton metacognitive beliefs questionnaire, the Gratz & Roemer difficulties in emotion regulation scale and the Ahmadpour Mobarakeh tolerance of ambiguity scale were used for data gathering. Descriptive statistics including mean, and standard deviation and inferential statistics comprising Pearson correlation, simultaneous regression and independent t-test were used for data analysis. Results showed that there was a significant positive relationship between the total academic procrastination and procrastination caused by physical-mental (more procrastination) with metacognition beliefs (more negative metacognitive beliefs), emotion regulation (difficulty in emotion regulation) and tolerance of ambiguity (low tolerance of ambiguity). There was a significant positive relationship between the deliberating procrastination and procrastination caused by disorganization (more procrastination) with emotion regulation (difficulty in emotion regulation). The emotion regulation significantly predicted the total academic procrastination, procrastination caused by physical-mental and procrastination caused by disorganization. The tolerance of ambiguity significantly predicted the procrastination caused by physical-mental. Also, there is no difference between female students and male students in terms of procrastination, metacognition beliefs, emotion regulation and tolerance of ambiguity.

To determine the predictive role of metacognitive, cognitive, and affective factors in solving verbal math problems, a cluster sample of 450 junior high school students was given a battery of tests and questionnaires measuring the student's ability in problem solving, predictive representation, meta-cognitive supervision, and intelligence, as well as their meta-cognitive knowledge and beliefs. The analyses of the collected data revealed that more than 41% of the variance in problem solving ability is explained by the variables included, with the metacognitive factors having the largest share, followed by the cognitive and affective factors.

The aim of this study was to investigate the relationship of meta-cognitive beliefs with social anxiety symptoms in non-clinical population. The sample consisted of 300 (166 females and 134 males) Ilam University students who selected by cluster sampling method. The participants completed the Meta-Cognations Questionnaire-30 (MCQ-30) and Social Phobia Inventory (SPIN). The results showed that meta-cognitive beliefs were positively correlated with social anxiety symptoms (P<0. 05). Also، the results of regression analysis of MCQ-30 subscales showed that uncontrollability danger and cognitive self– consciousness are predictors of avoidance، negative beliefs about uncontrollability of thought and danger are predictors of fear، negative beliefs about uncontrollability of thought and danger and positive beliefs about worry and cognitive security are predictors of physiological arousal. These were the significant predictors of social anxiety symptoms (P≤0. 05). Results of this study support the meta- cognitive Wells and Matthew''s model of social anxiety and indicates that meta-cognitive beliefs have an important role in social anxiety symptoms. Therefore، the modification of meta- cognitive beliefs with regard to the importance of their role in avoidance، fear and physiological arousal، can be a preventative factor in intensification and continuity of social anxiety symptoms.

Abstract: The purpose of this study was to determine the relationship betweendepression, rumination, and metacognitive beliefs (positive and negative). The subjectswere depressed males and females who had been interviewed by clinical psychologists and psychiatrists. They responded to 3 Questionnaires: 1Depression Beck inventory, 2Rumination, 3Positive and negative beliefs about rumination.The results showed that there was significant correlation between depression andrumination (P<.05) and depression had significant correlations with positive and negativebeliefs (P<.05). Rumination also was correlated with metacognitive beliefs. The means of depression and rumination and metcognitive beliefs were higher in the depressive femalesthan men. The results suggest that women have more depression than female because oftheir over using of rumination as coping strategy with their own low mood.