Effectiveness of LEARN multifaceted intervention in modifying meta- cognition and the meta-worry beliefs

This study was conducted to investigate the effectiveness of LEARN multifaceted intervention in modifying meta-cognition and the meta-worry beliefs among female students of Payam-e-Noor university in Tehran. Based on the convenient sampling method and defined inclusion-exclusion criteria, 26 participants with high levels of stress (Perceived Stress Scale Score>35.58) were enrolled and randomly assigned into two experimental and control arms. All participants filled out the meta-cognition and meta-worry questionnaires prior to and after LEARN multifaceted intervention (administered to the experimental group). Data analysis by variance analysis test revealed a significant difference between the two groups with regard to meta-cognition and meta-worry scores (p<0.05). The LEARN multifaceted intervention which affects the cognitive, behavioral and emotional aspects of the stress cycle, appeared to modify feeding strategies of meta-cognitive beliefs thus improved meta-cognition and the meta-worry beliefs in students with high levels of stress.