The purpose of this study was to investigate the casual relationship between stigma infertility and psychological distress with quality of marital relationship, as well as the indirect relationship through meta-emotion in infertile women. The statistical population of this study was all infertile women referred to Ahwaz University Jihad Infertility Center during the months of September to November 2018 that among them, 170 were selected by purposeful sampling. In this research, the subjects completed Faye Infertility Questionnaire (2014), Kessler's psychological Distress Questionnaire (2003), Gloomborg-Right Marital Status Questionnaire (GRIMS-1988) and meta-emotion Mitmensgarre et al. (2009). The analysis was based on modeling Structural equations were obtained. The results of modeling the structural equations the fitness of the proposed model were supported by data. The result showed the effect of stigma infertility on quality of marital relationship, positive meta-emotion and negative meta-emotion and effect of psychological distress on negative meta-emotion, as well as effect of positive meta-emotion and negative meta-emotion on quality of marital relationship and indirect effect of stigma infertility and psychological distress through. positive meta-emotion and negative meta-emotion on quality of marital relationship (p<0/05). However, the direct path of psychological distress with quality of marital relationship and positive meta-emotion were not confirmed and the final model was removed. Based on results meta-emostion Based on the results, meta-emotion can be effective in controlling and managing the negative emotions caused by infertility and the resulting psychological distress and ultimately leads to improved quality of marital relationship.

This research aims to study the role of the metacognition and meta-emotion of students' academic self-efficacy with the mediation of self-directed learning.

The cross-sectional research method was correlational. The research population was all 27,863 secondary school students in Urmia city in the academic year of 2018-2019. Based on Cochran's formula, 379 students were selected as a sample by cluster sampling method, respecting gender ratio, educational level, and district. The research tools were McIlroy and Bunting's academic self-efficacy questionnaire (2002), O'Neill and Abedi's metacognition inventory (1996), Mitmansgruber et al.'s emotional questionnaire (2009), and Fisher et al.'s self-directed learning scale (2001). Data were analyzed by structural equation modeling using path analysis in LISREL-8.8 software.

The findings showed that metacognition and positive meta-emotion have a direct and positive effect on self-directed learning and academic self-efficacy. Negative meta-emotion has a direct and negative effect on self-directed learning and academic self-efficacy. Self-directed learning has a direct and positive effect on academic self-efficacy. Also, metacognition and positive meta-emotion have an indirect and positive effect on academic self-efficacy through the mediation of self-directed learning. Negative meta-emotion through the mediation of self-directed learning had an indirect and negative effect on academic self-efficacy (P<0.05).

Therefore, to improve students' academic self-efficacy, programs can be designed and implemented through educational workshops to increase metacognition and positive meta-emotion and reduce negative meta-emotion

Elderly is one of the most sensitive and important age groups of community and their psychological, cognitive and emotional health deserves attention. The aim of the present study was to investigate the role of mindfulness and meta-emotions in predicting cognitive failures in elderly people. The method of this research was correlational- predictive. Statistical population comprised of all elderly people in Tehran in 2017. The sample of this study included 215 elderly who were selected by simple random sampling method from nursing homes and a two stage cluster sampling method from Parks in Tehran City. In order to gathering data Cognitive failures questionnaire (Broadbent, Cooper, FitzGerald & Parkes )Kentucky inventory mindfulness skill (Baer, Smith & Allen, 2004) and Meta-emotions scale (Mitmansgruber, Beck, Hofer & Schubler 2009) were used. In order to analyze data Pearson correlation coefficient and Multiple Regression method were employed. The results of Pearson correlation coefficient indicated that mindfulness had a significant negative correlation with cognitive failures. It was also found that positive meta- emotions had significant positive correlation with cognitive failures. And negative meta-emotions had significant negative correlation with cognitive failures. The results of regression analysis indicated that Mindfulness and negative meta-emotion can predict cognitive failures in the elderly. The results of the study showed that mindfulness and meta-emotions plays an effective role in explaining cognitive failures in the elderly.

The aim of this research was determine the role of metacognition, metamemory and meta-emotion in predicting students' self-directed learning. The research method was cross-sectional from type of correlation. The research population was all high school students of Urmia city in the 2019-2020 academic years. The research sample was 400 students who were selected by multi-stage cluster sampling method. The research tools were the O'Neill & Abedi metacognition inventory (1996), Troyer & Rich metamemory questionnaire (2002), Mitmansgruber & et al meta-emotion questionnaire (2009) and Fisher & et al self-directed learning scale (2001). Data were analyzed by Pearson correlation coefficient and multiple regression with enter model methods in SPSS-19 software. The findings showed that metacognition, metamemory and positive meta-emotion had a positive and significant relationship with self-directed learning and negative meta-emotion had a negative and significant relationship with self-directed learning. Also, the variables of metacognition, metamemory and meta-emotion significantly could predicted 40.8 percent of variance of students' self-directed learning and in this predicting the role of metamemory was higher than other variables (p < 0.01). According to the results of the present study, to improve students' self-directed learning, can be designed programs to increase metacognition, metamemory and positive meta-emotion and decrease negative meta-emotion and implement them through workshops.

The aim of this study was to ascertain the impact of a school-based self-injury prevention program on adolescents’ risk taking and metaemotions. The study has an applied objective and a quasi-experimental design, with experimental and control groups and follow-up. In 2019-2020, the statistical population comprised all adolescent females attending Rasht schools who had self-inflicted at least once. The sample consisted of 34 adolescents who had self-inflicted injuries and had been randomly assigned to experimental and control groups. Data was collected using two scales: “Iranian adolescents’ risk” (IARS) and meta-emotion (MS). The experimental group received 16 sessions of self-injury prevention training (twice per week), while the control group received no training. Data were analyzed using repeated measures ANOVA and SPSS-25 software. P <0.001 indicated a significant effect of the training program on decreasing risk taking, negative emotion, and increasing positive emotion. During the follow-up phase, the risk-taking variable and the subcomponent of interest in metaemotion were not positively affected by the components of alcohol orientation, relationship to sexual orientation and behavior, and orientation to the opposite sex. Effectiveness of an educational package consisting of emotion regulation training, cognitive reconstruction, and… in reducing risk, reducing negative metaemotions, and increasing positive metaemotions in adolescent females. According to the results, interventions can be recommended to prevent self-injury in schools.

This study aimed to determine the effectiveness of solution-oriented therapy on negative meta-emotions and body dysmorphic symptoms in cosmetic surgery applicants.

This research was quasi-experimental, with a pre-test, post-test and control group design with a two-month follow-up phase. The statistical population included all surgical applicants who had visited beauty clinics in the city. The statistical sample included 30 of these applicants who were selected purposefully. Then, 15 people were randomly placed in the control group and 15 people in the experimental group. The intervention group received solution-oriented therapy during 8 sessions of 90 minutes once a week. The data were collected using Meta-Emotions Scale (MES) (2009) and Body Image Concern Inventory (BICI) (2005) and analyzed by variance analysis with repeated measurements.

The results showed that the main effect of the group was significant for negative meta-emotions (F=94.2, P>0.05, P>0.771) and for body dysmorphic disorder symptoms (F=12.9, P>0.05, 315/315). In the negative meta-emotions variable, the main effect of the three stages of pre-test, post-test and follow-up (P<0.05, P<0.05, F=13.5) was significant. It was also reported as significant in the variable of body dysmorphic symptoms (P>0.05, P>0.05, F=6.37).

It can be concluded that solution-oriented therapy is effective in negative meta-emotions and body dysmorphic disorder symptoms. Therefore, they can be useful for cosmetic surgery applicants.

The present study was conducted with the aim of investigating the prediction of unproductive behaviors of female second year high school students based on meta-emotion, androgynous personality and family functioning. This research is descriptive of the type of correlation studies. The statistical population of this research was the female students of the second year of high school in the academic year of 2022-2023 in Urmia city, their number was 7315, and from this population, using Morgan's table and using random cluster sampling method, the number 364 people were selected. To collect data, Rimex's non-productive academic behavior questionnaire (2012), Mitmansgraber et al.'s meta-emotion questionnaire (2009), Bam's gender role scale (1974) and Epstein et al.'s (2003) family functioning questionnaire were used. The data were analyzed with the Pearson's correlation and step-by-step regression analysis. The results of the research showed that there is a negative and significant relationship between positive meta-emotion and unproductive academic behaviors. there is a positive and significant relationship between negative meta-emotion and unproductive academic behaviors. There is a negative and significant relationship between androgynous personality and unproductive academic behaviors. There is a positive and significant relationship between family functioning and it’s components with academically unproductive behaviors. Also, The results of the regression analysis showed that androgynous personality with a coefficient of -0.28, family functioning with a coefficient of 0.20 and positive meta-emotion with a coefficient of -0.18 and negative meta-emotion with a coefficient of 0.12 are able to predict changes in academic unproductive behaviors (p<0.05). According to the findings, it is suggested that counselors in schools should pay attention to personality aspects, extra-excitement and family functioning in students and design appropriate programs based on that to reduce academically unproductive behaviors.

The purpose of this study was the effectiveness of emotion-focused therapy on fear of intimacy, hostility biases, and meta-emotion in women affected by marital breach. The present study was semi-experimental with a pre-test-post-test design with a control group. The statistical population of the research included married women affected by the breach of marital contracts in counseling centers related to the welfare of Tehran in 1402. 30 people from the statistical population were selected by purposive sampling method and randomly assigned to two experimental and control groups (15 people in each group). The experimental group received 12 sessions of 90 minutes of emotion-based intervention. The research tools included the Fear of Intimacy Scale (FIS) of Descanter and Thelan (1999), the Hostility Biases Questionnaire (HBQ) of Arntz et al. (2003), and the Meta-Emotion Scale (MES) of Meitmangruber et al. (2009). The results of the multivariate covariance analysis test showed that by controlling the pre-test effect, there was a significant difference at the level of 0.01 between the average fear of intimacy and hostility biases and meta-emotion in the two experimental and control groups. The results showed that emotion-focused therapy is an effective method to increase meta-emotion and reduce fear of intimacy and hostility biases.

The aim of the present study was to assess the reliability, validity and confirmatory factor structure of Persian version of the Positive Metacognitions and Positive Meta-Emotions Questionnaire (PMCEQ-P). The Persian version of the Positive Metacognitions and Positive Meta-Emotions Questionnaire (PMCEQ-P) was prepared using double-translation technique, solving probable problems and pilot study and it’s psychometric properties were examined by three independent studies (N1=472, N2= 80 and N3=610). In the first two studies the reliability of questionnaire were examined based on internal consistency, item-rest correlations and test-retest and its validity was examined using exploratory factor analysis, correlation between subscales and criterion validity. In the third study the confirmatory factor structure of questionnaire were assessed. Cronbach’s alphas coefficients of three subscales (.82, .88 and .85) showed that Persian version of the Positive Metacognitions and Positive Meta-Emotions Questionnaire (PMCEQ-P) possessed good internal consistency. Item scores and the total score of the corresponding subscales correlated significantly (r=.31 to r=.66) and the test-retest correlation values (.73, .69 and .72) suggested that scale is stable. Explanatory and confirmatory factor analysis supported the three factor model of the Positive Metacognitions and Positive Meta-Emotions Questionnaire (PMCEQ-P). The correlations among the subscales were moderately high. Finally, with respect to correlation coefficient model between Persian version of the Positive Metacognitions and Positive Meta-Emotions Questionnaire (PMCEQ-P)’s subscales and metacognitive beliefs indicated relevant criterion validity. The findings show that the Positive Metacognitions and Positive Meta-Emotions Questionnaire (PMCEQ-P) have appropriate psychometric properties in Iranian population.

The aim of this study was to determine the effectiveness of behavioral activation therapy on disturbance tolerance and negative hyperemotional dimensions of female patients with multiple sclerosis. The research was semi-experimental with pre-test, post-test, and control group with a two-month follow-up. The population of female patients with multiple sclerosis. The sample consisted of 30 of these women who were purposefully selected and randomly assigned to two control and experimental groups (15 people in each group). The intervention group received behavioral activation therapy during 8 sessions of 90 minutes once a week. The data were collected with Simmons's (2005) disturbance tolerance scale (DTS) and Meta-emotional Mitmansgruber (2009) (MES) and analyzed by repeated measurement method. The results showed that the main effects of the group are significant for tolerance of confusion and negative overexcitement; That is, the two groups differ in terms of the average tolerance of disturbance and negative overexcitement. The main effect of disturbance tolerance is three stages: pre-test, post-test, and follow-up. In negative emotions, the main effect of the three stages of pre-test, post-test, and follow-up was reported as significant and lasting (p<0.05); The size of the effect also shows the effect of 63.4 percent of the intervention on increasing the tolerance of disturbance and reducing negative overexcitement. It can be concluded that this intervention was able to increase tolerance of disturbance and reduce negative overexcitement.