metacognition

The purpose of the current study has been adapting the AILI questionnaire and determining its psychometric properties and factor structure among the students of Tehran universities; which is an applied research considering the research goal; and a survey research considering the data collection plan. The sample included 427 students who were selected by random from the total population of students of universities of Tehran city in academic year 2016-2017. Having data collected, Question parameters were estimated using the classic theory; and after deletion of unsuitable questions, the Cronbach’s was 0.9. The Divergent and Convergent Validity of the questionnaire were examined using MSLQ questionnaire. In order to fit the questionnaire data to primary model, Confirmatory Factor Analysis was applied using LISREL software; and in order to determine the questionnaire structure in students of Tehran universities, Exploratory Factor Analysis by Main Component Method and rotating ablymn was applied. The parameters of the questions were estimated using GRM Polytomous model and R software. The results showed that the deleted questions in classic analysis had low detection coefficient in here; and their Awareness Functions did not provide any awareness at the level of the measured attribute. Finally, fit the data to one, two and three-parameter and GRM model. In conclusion, the best model to fit the data was GRM model. Considering the data analysis, the new questionnaire _adapted to students of Tehran universities _ was extracted.

The present study was conducted with the aim of the effectiveness of the basic strategy of story-grammar comprehension on phonetic processing, semantic and orthographic processing, metacognition and working memory on Elemetay students with dyslexia. The research method was semi-experimental and the design of two experimental and control groups with a pre-test, post-test and a 45-day follow-up period. The statistical population included all primary school students with dyslexia in Isfahan on 2022-2023year, and 40 dyslexic students were randomly selected from among the referrals to counseling centers working in the children's area of ​​Isfahan city and randomly divided into two groups of 20 people. (20 experimental subjects) and (20 control subjects) were assigned. The research tools include the phonological processing questionnaire of Soleimani and Dastjardi (2010), the semantic-orthographic processing questionnaire of Zandi et al. (2015), the metacognitive scale of Baku et al. (2009), the working memory questionnaire of Pickering and Goderkel (2004), Wechsler scale (2014), reading performance test of Yarmohamedian et al. (2014). The educational program based on the basic strategy of story-grammar comprehension by Ride and Linerman (2009) was implemented on the subject group during 8 sessions of 60 minutes. Data analysis was analyzed using statistical methods and using spss 23 and analysis of variance with repeated measures. The findings showed that the basic strategy of story-grammar understanding improves phonetic processing (P < 0.001; F = 0.556), semantic and orthographic processing (P < 0.001; F = 0.570), metacognition (F = 0.144). P < 0/01) and working memory (P < 0.001; F = 0.464) had a significant effect on students with poor reading ability And its impact remains (p < 0.01); Therefore, it can be concluded that the grammar-story strategy is suitable for helping students with dyslexia.

Considering the destructive and growing effects of the Internet addiction in today's world, this study has been undertaken to investigate the relationship of metacognitive beliefs and emotional security with Internet addiction in adolescent girls. This research had a correlational-descriptive design. The research population of the study was comprised of senior high school female students in Tabriz in 2016-17 school year from among whom 252 individuals were selected based on multi-stage cluster sampling method. The research instruments included Meta-Cognitions Questionnaire - Adolescent Version (MCQ-A), Belonging and Emotional Security Tool (BEST), and Young’s Addiction to Internet Test (IAT). Pearson correlation coefficients showed that there was a significant, positive relationship between the metacognition total score and its two subscales- thoughts concerning uncontrollability and danger- and cognitive confidence with Internet addiction (p<0.01), whereas there was a significant, negative relationship between emotional security total score and its two subscales - safety and belonging (p<0.01). The results of regression analysis revealed that thoughts concerning uncontrollability and danger could predict and explain variance of the Internet addiction significantly and positively, while safety could predict and explain it significantly and negatively. Based on the results of this study, it can be concluded that in order to reduce the tendency of adolescents to use the Internet, it is possible to change dysfunctional metacognitive beliefs and teach the main functions of the family and its effects on teenagers' emotional safety.

The present study aimed to investigate the influence of metacognitive beliefs on the relationship between the dark triad of personality and smartphone addiction among universities students. The research method was descriptive-correlational using structural equation modeling. The statistical population consisted of all universities students with the age range of 18-35 years in Tehran city in 2023. A sample of 457 students was selected using the voluntarily sampling method, and responded to the Dirty Dozen Scale, the Metacognitive Beliefs Questionnaire, and the Smartphone Addiction Scale. Pearson’s correlation method and structural equation modeling were used for the statistical data analysis. The results showed that the dark triad of personality had a positive and significant relationship with smartphone addiction, and metacognitive beliefs mediated this relationship significantly. The research findings emphasizing the importance of metacognition in conjunction with dark personality traits showed that metacognitive beliefs played a fundamental role in the tendency to become addicted to smartphones. Therefore, it is suggested that designing interventions based on metacognition should be considered in the treatment of smartphone addiction.

The purpose of the present study is to compare the effectiveness of metacognitive skills and mindfulness skills training on academic meaning and academic conscience among secondary school students in Tabriz. The present study is among the semi-experimental studies with pre-test-post-test and random replacement of the subjects using the control group. 45 students were selected from the second secondary school students of Tabriz city in the academic year 1401-1402 by multi-stage cluster sampling and were randomly replaced in two experimental groups and one control group. Experimental groups were trained in group metacognitive skills (Melchior, Franken, Dunn, Der Hayden, 2019) and mindfulness skills (Kabat-Zinn, 2005). McIlroy and Buntig (2002) and Henderson-King and Smith (2006) academic consciousness questionnaires are used to evaluate dependent assessments. The results were used through multivariate covariance analysis (MANCOVA) and SPSS22 statistical software. The results showed that the effect of mental skills on students' academic conscience and academic meaning is positive and significant. The results revealed that the effect of metacognitive skill on educational conscience was positive and significant, but not significant on the meaning of education. The results revealed that there is no significant difference between skills and mental skills in the degree of influence on the variables related to the conscientiousness of education and the meaning of education.

This study aimed to determine the effectiveness of Wells's metacognitive group training on irrational beliefs and cognitive creativity among students with learned helplessness. This research was conducted as a semi-experimental method with a pre-test-post-test design with a control group. The statistical population included all 11th-grade female students in Rasht City in the academic year of 2021-2022, numbering 581, of which 40 qualified volunteers were selected by purposeful sampling and entered into the study in 2 groups (experimental and control). Both groups completed the Irrational Beliefs Questionnaire (IBQ) by Jones (1968) and the Cognitive Creativity Questionnaire (CCQ) by Abedi (1993). The experimental group underwent metacognitive group training (MTP) of Wells (2002) for 8 sessions (60 minutes each session). The data was analyzed using multivariate covariance analysis. The results showed that by controlling the effect of the pre-test, there was a significant difference (P<0.05) between the post-test of the experimental group and the control group in irrational beliefs and cognitive creativity of students with learned helplessness. According to the findings of the research, it can be concluded that group metacognition training in Wales has been effective in reducing irrational beliefs and increasing the cognitive creativity of students.

This paper aims to investigate the impact of working memory capacity and excessive cognitive load on people's confidence after solving the Tower of Hanoi puzzle. For this purpose, two groups with different levels of cognitive load were formed for the study, and Iranian students in the age range of 20 to 40 years from universities in Tehran province were included in this study. After assessing working memory capacity, subjects in both groups solved the computerized version of the Tower of Hanoi problem. At the end, through a questionnaire that was designed and made for this study, they evaluated their confidence in their performance. This study started in 2019 and ended after one and a half years. However, the study did not find any relationship between the capacity of their visual-spatial working memory and their self-confidence, either alone or in interaction with the cognitive load, but there is a two-way relationship between bearing additional cognitive load and increasing final confidence. Therefore, people who bear more cognitive load are more confident about their cognitive performance at the end of the Tower of Hanoi problem-solving process.

Academic performance is considered one of the important variables in achieving job success and social acceptance in any society, so that sometimes academic performance is considered equivalent to academic success. The aim of the current research was to determine the formulation of the academic performance model based on the duration of using screens, metacognition and the conscious mind with the mediation of self-esteem and self-regulation in adolescents.

The current research was of correlation and structural equations type. The statistical population of the research included second grade high school students in Tehran in the academic year 2020-2021, 517 of whom were selected by multi-stage cluster sampling. In order to collect the data required for this research, the Freiburg Mindfulness Questionnaire (2001), the Dortaj Academic Performance Questionnaire (2005), the Cooper Smith Self-Respect Questionnaire (2017), the Wells Metacognition Questionnaire (2004), and the questionnaire for the duration of using Tirgar screens (2018) and the self-regulation questionnaire of Miller and Brown (1992) was used. Data were analyzed using Pearson correlation test and path analysis.  

The results showed that the direct paths of metacognition, mindfulness and the duration of using screens are significant with academic performance (P<0.01) and the indirect effect of metacognition, the duration of using screens and mindfulness with The mediation of self-respect is significant (P=0.20) and it showed its mediating role well, while although self-regulation has a direct effect on academic performance, it cannot indirectly affect academic performance as a mediating variable. Academic performance has an effect.

It can be said that the duration of using screens and metacognition and mindfulness, along with other factors such as self-esteem and self-regulation, play a key role in academic performance, and it seems that the role of self-esteem is more important. Therefore, in order to increase academic performance, it is necessary to pay attention to these factors in improving the academic performance of students.

Pain is an unpleasant experience, usually accompanied by potential or actual tissue injury, and is composed of emotional, sensory, cognitive, and social components. Past research has shown that both cognitive and emotional factors play a significant role in experiencing pain. An important complication of cancer is pain. More than 70 % of cancer patients experience disease-related pain. The cancer-caused chronic pain affects the quality of life of people with cancer. It also increases the risk of depression and anxiety in these patients. Psychological factors play a significant role in how patients adapt to pain. The research design was descriptive-correlational and the statistical population included people with Leukemia who had referred to clinics and hospitals in Yazd for treatment and chemotherapy. In total, 240 individuals were selected by convenient sampling method. The results showed that there is a significant relationship between metacognitions, meta-emotions, psychological flexibility and experienced pain. The presence of negative emotions and decreased mental flexibility was associated with increased pain. The role of psychological flexibility as a mediating variable between metacognition and meta-emotion with the amount of pain experienced was confirmed. It was demonstrated that metacognitions and meta-emotions, through psychological flexibility affect the degree of the pain experienced.

The aim of this study was to investigate the mediating role of metacognition in the relationship between attachment styles and online gambling addiction in adolescents. The method of the present study was descriptive-correlational. The statistical population was all male adolescents in district one of Tehran, from which a sample of 234 people were selected by convenience sampling method. The research instruments were Wells Metacognitive Beliefs Questionnaire,Wang and Chang online game addiction,and Collins and Reed attachment style. Relationships between variables were performed by Pearson correlation test and structural equation modeling test using partial least squares method. Pearson correlation test showed that there is a negative and significant relationship between secure attachment with metacognition and online gambling addiction and between positive avoidance and anxiety with metacognition and online gambling addiction and a positive and significant relationship between metacognition and online gambling addiction (0.05>P)existed. It also clarified the indirect relationship between the dimensions of attachment and online gambling addiction through metacognition and showed that metacognition plays a mediating role in the relationship between the dimensions of attachment and online gambling addiction. It is suggested that psychologists emphasize the role of attachment and metacognition dimensions for preventive interventions and awareness-raising for families and schools.

students didn’t have the opportunity to engage in problem-solving and knowledge management activities in traditional teaching methods. So, it is essential to change the instructional approach in order to use the online resources and material that leads to creating modern techniques. One of the new methods is flipped learning, which improves basic skills.

The present study is aimed to determine the effectiveness of instructional packages based on flipped learning on students’ metacognition and problem-solving skills.

The method was semi-quasi with a pre-and post-test design. The statistical population was all students in Alashtar. It is chosen 60 students through simple probability sampling. The instruments were Haroldetil and Abedi’s metacognition questionnaire and a researcher-made problem-solving test. The control group was taught through traditional methods, and it is designed and developed an instructional package based on flipped learning for the experimental group the teacher and students’ activities are done in three stages: pre and during, and after class. Data were analyzed by multivariate and univariate analysis of covariance.

There is a significant difference between the control and experimental group in meta cognition and problem-solving skill. (p<0.01). It means that the means in the experimental group is higher than the control group.

Based on the findings, it concluded that flipped class help in managing time appropriately, and training metacognition, and problem-solving skill. The teacher has more opportunities to concentrate on important issues and content and see more effective and deeper learning.

Numerous studies showed a stable relationship between metacognition and resilience with health anxiety. On the other hand, women are the most vulnerable during accidents and disasters, and the onset of anxiety in them is more than in men. However, research on the mediating role of resilience in the relationship between metacognition and corona anxiety in women is neglected.

This study aimed to determine the mediating role of resilience in the relationship between metacognition and corona anxiety.

The research method was correlational modeling of structural equations. The statistical population included all women referred to the health centers of the Shemiranat health network from April 4 to June 5, 2021. A total of 250 eligible women were selected through the convenience method through internet call and responded online to the metacognition and positive metacognition questionnaires (Beer, 2011) and coronavirus anxiety (Alipour et al., 2020), and resilience scale (Connor & Davidson, 2003). The data was used to analyze correlation tests and structural equation modeling using SPSS-25 and 3Smart PLS software.

There was a significant negative relationship (P <0.01) between resilience and corona anxiety and a meaningful positive relationship (P <0.01) between metacognition and resilience. Resilience mediates the relationship between metacognition and corona anxiety.

Based on the research findings, it can be concluded that changing metacognition and practical resilience training can be useful in preventing the onset and continuation, and exacerbation of anxiety, especially corona anxiety in women.

Over the recent decades, personal epistemology or the nature of human knowledge with some concepts including metacognition and theory of mind, which emphasized that people interpret the behavior of others based on their own mental beliefs, inner intentions, thoughts, feelings, and beliefs, were considered by psychologists. In congruence with previous studies, there is a research gap in children's understanding of the nature of knowledge and the impact of metacognition and theory of mind on their epistemology.

This study aimed to investigate the effect of metacognition on personal epistemology with the mediating role of theory of mind or the examination of the inner intentions and, understanding of the cause of behavior, mind, thinking, belief, and knowledge in third to sixth-grade students.

This was a fundamental and descriptive-correlational study based on purpose and data collection, respectively. The sample consisted of 303 (101 boys and 202 girls) elementary students in the third to sixth grades of Khorramabad, Iran. They were selected by stepwise cluster sampling method. Participants responded to the metacognitive skills questionnaire (Sperling et al., 2001), Streenerman Mind Theory Test (1994), and the Children's Personal Epistemology Questionnaire (Tanha et al., 2019). Besides, data were analyzed using structural equation modeling.

The results illustrated that the proposed model had a good fit with the data. Accordingly, the direct path of metacognition on the theory of mind and personal epistemology and the direct path of the theory of mind on personal epistemology were significant (p<0/01). Also, the indirect effect of metacognition on personal epistemology through mind theory was also significant (p<0/01).

Metacognition, mind theory, and personal epistemology have theoretical common dimensions. It seems conducting more extended field studies and clarifying more aspects of this relationship can have more practical applications in the educational setting

The purpose of this study was to develop a critical thinking model based on moral justice and cognitive abilities mediated by metacognition in students. Therefore, the research method was correlation type and the statistical population included all the students of Semnan city, based on Norman and Streiner's (2003) view, 300 of them were selected as a sample using the sampling method. Data collection tools included Ricketts (2003) Critical Thinking Questionnaire, the short form of the Wells Metacognition Questionnaire (1997), the Rescue Cognitive Abilities Questionnaire (2013), and the Birger Ethical Justice Questionnaire (2012); Data analysis was performed using Amos software and path analysis method. Findings showed that there is a significant positive relationship between metacognitive, moral justice and cognitive ability with critical thinking 0.24, 0.45 and 0.21, respectively. The results of structural equations also showed that there is a significant relationship between cognitive ability and moral justice indirectly through the mediation of metacognitive beliefs with critical thinking; There is also a direct and significant relationship between critical thinking and metacognitive beliefs with moral justice and cognitive ability, and the assumed model indices has also shown that the model has a suitable and acceptable fit. Based on the findings of the research, the necessity of combining different structures in individual performance was confirmed, so it is suggested that, by confirming the above relationships, basic education should be paid attention to by experts and planners from early childhood and in preschool stages.

Research shows that metacognition, ambiguity tolerance, and psychological flexibility are related to resilience. However, there is a research gap in the scope of indigenous studies in the research community.

This research was conducted to investigate the role of metacognition, ambiguity tolerance, and psychological flexibility in predicting resilience in the wives of martyrs of Alborz province.

The descriptive research method was correlation type. The statistical population included all the wives of the martyrs in 2021- 2022. 451 people were selected through the available sampling method and Wells and Cartwright Hutton (2004) metacognition questionnaires, Bond et al.'s acceptance and action questionnaire (2007), Bodner's ambiguity tolerance questionnaire (1960), and Connor et al.'s resilience questionnaire (2003) was implemented on them. Data analysis was done using multiple linear regression analysis.

According to the data analysis, the variables of psychological flexibility (β=0.37), ambiguity tolerance (β=0.25), cognitive stability (β=0.22), uncontrollability and dangerousness of thoughts (β=-0.19), and cognitive trust (β = -0.13) are respectively the strongest predictors of resilience. In addition, psychological flexibility (F=7.23, p≥0.001), ambiguity tolerance (F=10.6, p≥0.001), and cognitive stability (F=19.5, p≥0.001) predict an increase in resilience, but belief in the uncontrollability and dangerousness of thoughts (F=99.2, p≥0.003) and cognitive trust (F=51.2, p≥0.012) predict a decrease in resilience.

From the above findings, it can be concluded that metacognition, ambiguity tolerance, and psychological flexibility are directly related to resilience and increase resilience. Repeating the research with more samples in other groups is needed.

Strengthening the dimensions of spirituality and religious orientation is one of the most important internal criteria against people's problems. Psychological resilience is an approach that shows the ability of a person to deal with unexpected and harmful events according to the general conditions of living and working environment. Flexibility allows a person to change the way he or she learns whenever he or she needs to.

The statistical population of the present study is  the martyrs’ wives of Alborz province. In this study, 451 people between the ages of 20 to 60 years were selected as the sample size. Data analysis was performed using 23-SPSS and 23-AMOS software. Pearson correlation test and stepwise regression were used to analyze the data.

According to the data analysis in terms of mean external religious orientation (P = 0.016, F = 4.23), internal religious orientation (P = 0.001, F = 8.35), resilience ( P = 0.001, F = 19.90) and psychological flexibility (P = 0.001, F = 109.69) There is a significant difference between the spouses of martyrs with different levels of metacognition.

Religious orientation along with metacognition and tolerance of ambiguity can be a prerequisite for resilience, resilience helps to improve post-traumatic growth.

mothers with children with intellectual disability experience many problems. Failure to pay attention to these problems can lead to undesirable results. The present study was conducted with the aim of investigating the role of metacognitive beliefs in predicting the quality of life of mothers with children with intellectual disabilities.

The statistical population included all mothers with children with intellectual disabilities covered by the welfare departments of the city centers of Khuzestan province, and 200 people were selected as a sample using a simple random method. The participants answered the metacognitive beliefs questionnaires of Wells (1997) and the quality of life of the World Health Organization (1996). Data analysis was done using Pearson correlation and multiple regression and using SPSS26 software package.

The results showed that there is a significant negative relationship between metacognitive beliefs and the quality of life of mothers with children with intellectual disability (P<0.001). The results of the multiple regression test also showed that metacognitive beliefs play a role in predicting the quality of life of mothers with children with intellectual disabilities (P<0.001).

According to the obtained results, it can be concluded that metacognitive beliefs play an important role in the quality of life of mothers with children with intellectual disabilities and there is a need to pay attention to it.