Gouhar Yazdani; Mohammad Hosien Salarifar; Mohsen Khorshidzadah
Abstract
Abstract:Aim. Academic burnout is a serious problem and a negative emotional, physical and mental reaction to prolonged study that results in exhaustion, frustration, lack of motivation and reduced ability in school. The aim of this study was to determine the effect of metacognitive beliefs and state's ...
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Abstract:Aim. Academic burnout is a serious problem and a negative emotional, physical and mental reaction to prolonged study that results in exhaustion, frustration, lack of motivation and reduced ability in school. The aim of this study was to determine the effect of metacognitive beliefs and state's training on students' academic burnout. The applied method in this research is quasi-experimental with Pretest-Posttest design as well as the control group and a follow- up stage. The statistical population included the students of University of Birjand. Using a purposive sampling method, forty students were selected as sample of the research and they were randomly substituted in two groups of twenty people titled control and experiment. Salarifar's metacognitive training package (1391) was used in order to train metacognitive beliefs and states. Moreover, Maslach and Jackson questionnaire (1984) was applied to measure the rate of academic burnout. Data of this study were analyzed using covariance method. The findings demonstrated that the effect of metacognitive beliefs and state's training on the reduction of students’ academic burnout rate is significant. According to these results, metacognitive beliefs and state's training arguably reduces the rate of academic burnout.
m g; Kiyanoosh Zahracar; Noor ali Farokhi; Mojgan Mardani rad
Abstract
Aim: The prevalence of risk-taking behaviors is a severe health threat. Therefore, present study aimed to causal model of tendency to high-risk behaviors in adolescents based on metacognitive beliefs and identity styles with role mediating of negative repetitive thoughts and resilience. Methods: The ...
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Aim: The prevalence of risk-taking behaviors is a severe health threat. Therefore, present study aimed to causal model of tendency to high-risk behaviors in adolescents based on metacognitive beliefs and identity styles with role mediating of negative repetitive thoughts and resilience. Methods: The quantitative - correlation method was used. The statistical population consists of all female students in Karaj city in year academic 2019-2020. In this study, according to convenience sampling method, 360 people female students by formula Kline (2016) were selected as samples. Sample research into scales were asked to Iranian adolescents risk-taking scale of Zadeh Mohammadi, Ahmadabadi, Heidar (2011), meta-cognitions questionnaire of Cartwright-Hatton & Wells (1997), revised identity style inventory of Berzonsky and et al (2013), repetitive thinking questionnaire-10 of McEvoy, Moulds & Mahoney (2014) and Connor-Davidson Resilience Scale (2003). Data were analyzed by SPSS and AMOS-24 software, using Pearson correlation and structural model. Results: Findings showed that there was positive and significant correlation between metacognitive beliefs, normative, diffuse-avoidant identity style and negative repetitive thoughts with tendency to high-risk behaviors (p < 0/01). Also, findings showed that there was negative and significant correlation between information, commitment identity style and resilience with tendency to high-risk behaviors (p < 0/01). In this study, structural equations modeling showed that have a signification relationship between metacognitive beliefs and identity styles directly and indirectly related to mediating negative repetitive thoughts and resilience with high-risk behaviors in adolescents.
azam osoli; asieh sharat madar; atoosa kalantar
Abstract
The purpose of the present research was toinvestigation ofthe relationship between metacognitive beliefs with academic self-regulation and parents-students conflict.Method study was correlation andand the statistical community was all girls students from Tehran city, who were enrolled in the 1394-95 ...
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The purpose of the present research was toinvestigation ofthe relationship between metacognitive beliefs with academic self-regulation and parents-students conflict.Method study was correlation andand the statistical community was all girls students from Tehran city, who were enrolled in the 1394-95 academic year.The sample group was included 206 students that were selected by random clusterSampling. Assessment instruments was Wells& Cartwright-Hatton(2004)metacognitive beliefs questionnaire, Ryan & Conell (1989) academic self-regulationquestionnaire and Straus(1990) conflict tactics scales questionnaire.data was analyzed by using Pearson correlation coefficient, simple regression and stepwise multiple regression. The results showed that there is negative significant correlation between metacognitive beliefs ,positive beliefs and cognitive self consciousness with academic self-regulation. there is negative significant correlation between need to control thoughts and uncontrollability/danger with with academic self-regulation , Introjected regulation and external regulation. there is negative significant correlation betweenmetacognitive beliefs,positive beliefs, uncontrollability/danger and need to control thoughts with parents-students conflict and verbal aggression.there is negative significant correlation between cognitive confidence parents-students conflict,verbal aggression and violence. Stepwise regression analysis showed that cognitive self consciousness and positive beliefs, could explain 0/15of variance inacademic self-regulation. Also cognitive confidence could explain 0/021 of variance in parents-students conflict. Counselors andteachersusingthese findingsandtaking into account theeducationaland psychological interventionscan beroundprogramwithincreasingstudents'viewsabout,theirmetacognitive beliefs.
mohammad hoseyn salari far; hamidreza pour e'temad
Abstract
Academic selfñ regulation was one of the fundamental issues in Pedagogical and Educational system and it seemed that it had a relation to meta-cognition. This important educational issue has been studied from both theoretical and applied perspectives. The aim of this study was to determine the ...
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Academic selfñ regulation was one of the fundamental issues in Pedagogical and Educational system and it seemed that it had a relation to meta-cognition. This important educational issue has been studied from both theoretical and applied perspectives. The aim of this study was to determine the role of cognitive elements in academic self- regulation. In this correlation, three hundred and eighteen boys of second degree of high school in the 6th educational borough of Tehran by cluster sampling method were chosen. They were asked to fill in the following questionnaires: Wells & Cartwright ñ Hatton metacognitive beliefs questionnaire (2004), O'nell & Abedi metacognitive State questionnaire (1996) and Ryan & Conell academic Self-Regulation questionnaire (1989). Multiple regression analysis and Pearsons correlation coefficiency were applied on the data. Statistical analyses presented a positive correlation between metacognitive state and academic self- regulation. On the other hand, there was a negative association between meta-cognitive believes and academic self- regulation. Furthermore, analyses showed that %26 variance of academic self- regulation can be predicted by three metacognitive components: planning, uncontrollability and the need to control. Based on the finding of this study, metacognitive beliefs and metacognitive state are both associated with academic self- regulation, but in a different way.Thus, acquiring para- cognitive elements can be influential in improving the academic self- regulation of students. None the less, it is required that the findings of this research be considered when the selection and setting of the educational context are done.
mohammad hoseyn salari dar; hamidreza pour e'temad
Abstract
Metacognition is one of the highest level cognitive process which has positive association with other cognitive function. On the other hand, it is considered as one of the basic factor in most psychopathological conditions .The purpose of this study was to investigate any possible inhibitory or facilitatory ...
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Metacognition is one of the highest level cognitive process which has positive association with other cognitive function. On the other hand, it is considered as one of the basic factor in most psychopathological conditions .The purpose of this study was to investigate any possible inhibitory or facilitatory role of metacognitive components of worry. In this correlation study, first,318 high school students were chosen by cluster sampling method from 6 educational regions of Tehran.Then, They were asked to fill in the following questionnaires: Wells & Cartwright ñ Hatton metacognitive beliefs questionnaire (2004), O'nell&Abedi metacognitive State questionnaire (1996) and Meyer et al worry questionnaire (1990). Separate sets of correlation and stepwise multiple regression analyses showed that there was a positive correlation between metacognitive beliefs and worry. On the other hand ,there was a negative relationship between metacognitive state and worry. Four metacognitive components (uncontrollability, self- monitoring, need to control and cognitive competence) predict %46 of variance of worry. It was also shown that uncontrollability ,need to control and cognitive competence were positively correlated with worry, whilst self- monitoring was negatively correlated with worry. According to the findings of the present study, metacognitive beliefs and metacognitive state are both associated with worry in a different way. However, manipulation of metacognitive components using interventional training would reduce and control worry in worriers