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.
Mohammad Hosien Salarifar; Mansour Salehi; Zinab Syarfard
Abstract
Abstract Major depressive disorder is one of the most common mental disorders. Depression is associated with hopelessness, helplessness and organized cognitive errors in thought. Suicide is a major public health problem and Suicide rates are rising among societies. For this reason, finding the predictor ...
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Abstract Major depressive disorder is one of the most common mental disorders. Depression is associated with hopelessness, helplessness and organized cognitive errors in thought. Suicide is a major public health problem and Suicide rates are rising among societies. For this reason, finding the predictor and effective factors in depression is so important. This survey is to assess the relationship of religious metacognition with depression and suicidal thoughts. The research method of this study is a correlation. The study population consisted of students of The University of Birjand in the year 1398. The participants were selected via a random cluster sampling method (n=205). Participants completed the questionaries’ of religious metacognition (Salarifar, 1398), depression (Beck et al, 1966) and suicidal thoughts (Beck, 1979). The data were analyzed with the Pearson correlation coefficient and stepwise multiple regression. The results showed, there was a significant negative correlation between depression and suicidal thoughts with religious metacognition, but depression has a positive and significant relationship with suicidal thoughts. The result of regression indicated that components of religious metacognition explained 28% of the variance of depression and 25% of the variance of the suicidal thoughts. It was found that may religious metacognition components can serve as an inhibitory mechanism with depression and suicidal thoughts. According to the results of this study, it may be concluded that with the boosting religious metacognition, the rate of depression and suicidal thought would be decreased.
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
