جستجوی مقالات مرتبط با کلیدواژه « فراشناخت » در نشریات گروه « علوم تربیتی »

The purpose of the present study was to investigating the effectiveness of psychological capital training and metacognitive beliefs on sense of coherence. The research method was quasi-experimental with post-test design with two experimental groups and one control group. Participants in the study were 60 married rural women in Dehaghan who were randomly assigned to the psychological capital training group and 20 to the metacognitive beliefs training group. At the end, all three groups completed the questionnaire sense of coherence (Antonosky, 1987). The validity and reliability of research tool for use in Iranian culture have been satisfactory. The results of one-variable analysis of variance (ANOVA) showed that both psychological capital training and metacognitive training had a significant effect on the sense of coherence. The results also showed that psychological capital training compared to metacognitive training had more effect on women's level of sense of coherence. Therefore, psychological capital training and metacognitive belief training or a combination of these two methods can be used to increase women's sense of coherence.

The present study was conducted with the aim of investigating the effectiveness of teaching cognitive-metacognitive strategies on the motivation to progress and academic vitality of students with learning disabilities.

The research method was an experiment with a pre-test-post-test design with a control group. The statistical population of the research includes all students with learning disabilities in the elementary school of Ardabil who were studying in the academic year 1401-1402. 40 students were selected by available sampling method and randomly replaced in two experimental and control groups. The research tools included Martin and Marsh Academic Vitality Questionnaire, Colorado Learning Difficulties Questionnaire, Hermans Achievement Motivation and Raven Intelligence Test. Data were analyzed using multivariate analysis of covariance test.

The findings of the research showed that the teaching of cognitive-metacognitive strategies is effective and has a direct and significant effect on the motivation of progress and academic vitality of students with learning disabilities (P<0.01). Based on the findings, it can be concluded that the training of cognitive and metacognitive strategies can help to improve the motivation of progress and academic vitality of students, which in itself leads to an increase in performance and academic progress of students.

According to these results, cognitive and metacognitive strategies should be used in educational environments in addition to other methods of increasing attention and improving executive functions in children with learning disabilities. Also, by teaching cognitive strategies to students, it is possible to increase their motivation to read.

The purpose of the present study was to investigating the effectiveness of psychological capital training and metacognitive beliefs on psychological well-being. The research method was quasi-experimental with post-test design with two experimental groups and one control group. Participants in the study were 60 married rural women in Dehaghan who were randomly assigned to the psychological capital training group and 20 to the metacognitive beliefs training group. At the end, all three groups completed the questionnaire psychological well-being (Ryf, 1989). The validity and reliability of research tool for use in Iranian culture have been satisfactory. Data were analyzed by SPSS-23 software. The results of one-variable analysis of variance (ANOVA) showed that both psychological capital training and metacognitive training had a significant effect on the psychological well-being. The results also showed that there was no significant difference between psychological capital training and metacognitive training in terms of psychological well-being. Thus, according to the research findings, it can be concluded that the training of psychological capital and the metacognitive beliefs have had an effect on the psychological well-being.

This study aimed to propose a causal model to predict self-regulated online learning based on metacognition mediated by online learning readiness. The participants were 350 students of online courses in the academic year 2020-2021 selected by cluster random sampling. The data collection instruments were the Group Metacognitive Scale (GMS), the Online Learning Readiness Scale (OLRS), and the Self-regulated Online Learning Questionnaire. The proposed model was evaluated in Amos software. The results showed that the data fit the research model. Metacognition positively predicted online learning readiness and self-regulated online learning. Online learning readiness significantly and positively predicted self-regulated online learning. Metacognition through online learning readiness significantly predicted all aspects of self-regulated online learning. Therefore, increasing online learning readiness and, consequently, metacognition can improve the level of self-regulated online learning in students of online courses.

The purpose of this study was to the effectiveness of metacognitive strategies training on cognitive self-awareness and self-regulation of students with learning disorders. It was a quasi-experimental study with pretest, posttest and control group design. The statistical population of the study included all students with learning disorders in Ahvaz in 2019-2020. The samples of this study consisted of 30 men students with learning disorders who were selected through available sampling and according to inclusion criteria.The experimental group received eight ninety-minute sessions during two months while the control group didn’t receive this intervention during conducting the study. The applied questionnaires in the study included Wales's questionnaire of self-awareness, Pintrich's questionnaire of self-regulation. Data were analyzed using univariate analysis of SPSS version 22 software. The results showed that metacognitive strategies training on cognitive self-awareness and self-regulation of students with learning disorders (p<0/001). According to the findings of the present study, metacognitive strategies training can be suggested as an efficient method in order to incrasing on cognitive self-awareness and self-regulation of students with learning disorders.

Changes in architectural education, reconstruction of education and improvement of educational systems to understand the learning process have always been of interest to architectural education professionals. The purpose of this study was to investigate the effect of architectural cognition cards education based on Gestalt theory on metacognition and mental ideas in the design process of students. This research was a quasi-experimental study with pre-test design, post-test with control group. The statistical population included all students of Hamadan Universities. A sample of 40 people was selected by convenience sampling method. Students were randomly divided into experimental and control groups (20 people in each group). The experimental group underwent architectural knowledge cards education based on Gestalt theory for 8 sessions. The main tools for data collection in this study included the State Metacognition Questionnaire and the Mental Ideas Scale. To analyze the data, Smirnov calligraphy test and Leven test were used to calculate the assumptions and multivariate and bivariate MANCOVA analysis of covariance were used. The results showed that architectural cognition cards education based on Gestalt theory has been effective on students 'metacognition and has also been effective on theme design processing in students' design process. The results of this study showed that architectural cognition cards education based on Gestalt theory has an effect on increasing the metacognition of architecture students and thus helps to improve the quality level of architecture students in design.

The present research aims to investigate the effectiveness of mobile app-based teaching of phonological awareness on reading performance improvement and behavior regulation and metacognition skills in children with a specific learning disorder (SLD) with reading as a specifier. An experimental single-subject research method is applied. Accordingly, three dyslexic children were purposively selected from the research-eligible children, and Wechsler (WISC-IV; Wechsler, 2003) and Reading and Dyslexia (NAMA) (Karami-Nouri, Moradi; 2005) tests were conducted by the students, while the BRiEF executive function questionnaire (BRiEF; Guy, Gioia, Isquith, Kenworthy; 2002) was filled by the children's parents. The research findings were evaluated using visual inspection of the graphs, the improvement percentage, and the effect size. The results indicate that mobile app-based teaching of phonological awareness improves reading performance and enhance metacognition and behavior regulation skills in female children with SLD with reading as a specifier. The research contribution includes the introduction of a phonological awareness-oriented teaching app derived from subtests of the phonological awareness test, which can be beneficial as a supplementary instrument in a part of the reading disorder's restorative-therapeutic process to improve the reading ability and metacognition and behavior regulation skills of children with reading disorder.

The present research was conducted with the aim of predicting students' happiness based on their metacognitive and automatic beliefs in the first and second secondary schools of Farashband city.

The research method was applied in terms of purpose and descriptive of the correlation type in terms of the type of method. The population also includes all high school students of Farashband city, the number of female students is 1650 and the number of male students is 1500, which is a total of 3150 people. Based on the sampling method in this research, the cluster sampling method was used. First, some high schools were randomly selected from among the first and second period high schools (6 girls' high schools and 6 boys' high schools). And then a class was selected in each high school. In total, 197 girls and 149 boys were selected. The tools of this research are objective questionnaire, Oxford Happiness Questionnaire, Wells Metacognition Questionnaire (1997) and Jing and Morgan Student Self-Efficacy Questionnaire (1999).

It showed that the relationship between students' happiness and metacognitive beliefs and students' self-efficacy is significant. (P>0.01, F=52.419), this model justifies 24% of the variance of metacognition and self-efficacy beliefs. Coefficients also showed that metacognitive beliefs and self-efficacy are significant predictors at the level (P < 0.01) for happiness.

Metacognitive beliefs and happiness can significantly predict students' happiness, and the contribution of metacognition is greater in this research.

The study is aimed to designing and validating the flipped learning model to in order to improving the metacognition and problem solving on elementary school students. It is used exploratory mixed method, so in qualitative part. It is used inductive content analysis to developing the instructional model and in quantitative part used professional’s survey to internal validating. It is used content analysis and researcher-made questionnaire to collecting the data in qualitative and quantitative method respectively. The questionnaire’s reliability was 0.91 by alpha Cronbach and its content validity was confirmed by content validity ratio (CVR) and content validity index (CVI). The statistical populations were written and electronic resources and documents from 2000 to 2020 and professionals in educational technology and psychology and educational management in qualitative and quantitative part respectively. The samples were 13 books, 88 articles and 4 theses that chosen and analyzed purposively to determining the components of model. It is chosen 20 professionals in order to validating the model. Based on content analysis, it is collected 4 main components. Also, there were 21 sub-components and70code. After content analysis and coding, the components and sub-components is developed as conceptual and procedural model. The result based on professional’s opinion in internal validating showed that the presented instructional model has internal validity and be effective on teaching to students.

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

This study was conducted aiming to investigate the mediating role of motivational regulation strategy in relationship between metacognition and academic buoyancy. The participants were 336 (170 women and 166 men) undergraduate students from Shiraz University selected by random multistage cluster sampling method. The participants completed three measures: Academic Buoyancy scale (Dehghanizadeh & Hosseinchari, 1391), Motivational Regulation Strategies Inventory (Wolters, 1999), and Metacognitive Awareness Inventory (Schraw & Dennison, 1994). Cronbach alpha coefficient was used to examine the reliability of the Scales. To determine the validity, confirmatory factor analysis was applied. The findings showed the reliability and validity of all instruments were at satisfactory level. The results indicated that the model had a good fitness with the data. Metacognition could predict academic buoyancy in a direct mannar. Moreover, motivational regulation strategy had a mediating role in relationship between metacognition and academic buoyancy. According to this reseach findings, it can be concluded that the metacognition can affect students’ academic buoyancy in a positive manner through increasing use of motivational regulation strategy.

The purpose of this study was comparing the effect cognitive load and meta-cognition intervention on the symptoms of internalized behavioral problems in first-grade female high school students.

This was a quasi-experimental study with pre-test and post-test design with control group and two experimental groups. The research population included all high school first grade girl students in Isfahan. Then the teachers of the cognitive and metacognitive groups were trained. For sampling, at first, three schools were randomly selected by multistage random sampling method from among the six education districts in the city. Then three schools were selected from District three with a total of 320 students. Then, using the Achenbach’s child behavior checklist, 60 students were selected through purposeful sampling and were randomly assigned to two experimental groups (cognitive load training and metacognitive training) and one control group (without educational intervention). The data were analyzed using multivariate covariance analysis (MANCOVA).

It was revealed that cognitive load training and metacognitive training had a significant effect on decreasing the symptoms of students with internalizing problems. However, cognitive load training was more effective in reducing the students, internalized behavioral problems Comparing to meta-cognitive training.

The research findings showed that cognitive load training and its use in teaching by teachers can be used to reduce the symptoms of students with internalized behavioral problems. There was a difference between the marks of the symptoms of students with internalized problems between the cognitive load and control groups and between the metacognitive and control groups. In other words, metacognitive education affected the symptoms of students with internalized problems. In addition, teaching cognitive load and metacognitive learning were able to reduce the symptoms of students with internalized problems. The difference between the marks of the students' symptoms with internalized problems in the control and metacognitive education groups was significant, which in the favor of the students in the cognitive load group. Based on the findings of this study, homework-related education in cognitive load has an easy-to-difficult hierarchy that can improve anxiety and stress symptoms in students with internalized behavioral problems. Educational planners are suggested to use the findings of this study to promote the mental health of these students in their executive programs.

The concept of metacognition was introduced by Flowell in the 1970s. He defined metacognition as "having knowledge (cognition) and the ability to understand, control and use this knowledge or cognition properly". Metacognition can generally be defined as an individual's awareness of his cognitive skills and his ability to monitor and control his cognition. Researchers distinguish between two main components of metacognition, namely metacognitive knowledge and metacognitive regulation. Metacognitive knowledge is the information that a person has about their cognition and learning strategies. Today's accepted theories of metacognitive knowledge encompasses three categories of knowledge: expressive knowledge (knowledge of things), procedural knowledge (knowledge of how to do it), and conditional knowledge or situational knowledge (knowledge of why and when to do it). But metacognitive regulation refers to the steps that an individual takes to regulate and refine the process of cognitive activity development, taking into account the curriculum and current or intended outcomes of learning. Although a relatively large number of metacognitive regulation skills have been described in the research literature so far, three concepts have been frequently mentioned: design or planning, monitoring, and evaluation.Being equipped with metacognitive strategies is one of the topics that is widely discussed in the field of academic and professional performance psychology today, and the teaching job is no exception to this rule. The teacher's metacognitive knowledge of the teaching, refers to strategies and techniques in teaching that are used in educational situations and in order to achieve teaching goals. Teachers' knowledge of what they know about their teaching is the starting point for a change in the development of the teaching profession, and research acknowledges that the teacher teaching metacognition can have a profound effect on the teacher teaching and student learning process.Given that the subject of teachers' metacognitive awareness is a new field for research and has been less studied, conducting scientific research in this field is important, and to do this, the existence of appropriate tools is a prerequisite and initial step. But, a review of the global research shows that so far little effort has been made to develop a special tool for measuring teachers' metacognitive knowledge of teaching. based on this, Jiang, Ma & Gao (2012) developed a tool called the Teachers' Metacognition Questionnaire. For this, They first reviewed the research literature related to the definitions and structure of metacognition and developed a three-component model of teachers' metacognition. The first component, the teacher's metacognitive knowledge, included personal knowledge, homework knowledge, and strategies knowledge. The second component was the teacher's metacognitive experiences and refers to those emotional experiences that are related to the teacher's cognitive activity in teaching. The third component was the teacher's metacognitive skills, which includes four sub-components: planning, monitoring, evaluating, and modifying teaching activities. After considering these theoretical foundations, they built the initial version of the tool and implemented it in two separate studies. Finally, after modifying the tool, the validity and reliability of the 28-item version were confirmed by identifying a general factor (teacher teaching metacognition) and 6 subscales including: 1- Teacher metacognitive experience, 2- Metacognitive knowledge about themselves, 3- Metacognitive knowledge about pedagogy, 3- Teacher metacognitive planning, 5- Teacher metacognitive monitoring, 6- Teacher metacognitive reflection. The same research gap exists in Iran, and so far no tool has been translated, made, or validated to measure the metacognitive awareness of teachers in the country. Therefore, the main purpose of this study was to introduce the Teacher Metacognitive inventory (TMI) and translate and validate this tool in order to assess its usability among Iranian teachers and provide a basis for measuring a range of metacognitive knowledge of teachers in the country.

The method of the present study was a survey research. The statistical population of the study included all primary and high school teachers in Sanandaj. For sampling, 284 (121 primary school teachers and 163 high school teachers) were selected by cluster random sampling as the research sample. Due to the fact that tool makers have validated its factors using exploratory factor analysis, In this study, confirmatory factor analysis and criterion validity were used to evaluate the validity of the inventory. Cronbach's alpha method and test retest method were used to evaluate the reliability of the inventory.

Finally, the data were analyzed using AMOS 18 and SPSS 22 statistical software.The results of the validity test using confirmatory factor analysis showed that the data are consistent with the model and factor structure determined by its makers and the model shows a good fit with the data. In addition, the study of criterion validity with Metacognitive Awareness Inventory(MAI) showed that there is a significant correlation between the subscales of these two instruments, which indicates the appropriate criterion validity of the instrument. In the reliability test, Cronbach's alpha coefficients obtained for its various subscales ranged from 0.75 to 0.82, which indicates the high internal consistency of the inventory subscales. The reliability coefficient of the retest obtained for different subscales as well as the whole inventory also showed that this instrument has a high retest ability to run on the sample of Iranian teachers.

Findings of this study are very important in research and educational activities related to metacognitive learning and teaching. Firstly, the present results are useful for helping teachers to create a more effective interaction between learning and teaching. Secondly, this questionnaire plays an important role in helping teachers identify their strengths and weaknesses in teaching activities. Thirdly, the availability of such a multidimensional metacognitive scale may have important practical implications for more specific teacher training. In general, validation of this inventory in Iran, in addition to providing the opportunity to measure and describe the level of teachers' teaching metacognition in various dimensions of metacognitive experiences, metacognitive knowledge about themselves and their pedagogy, planning, monitoring and metacognitive reflection during educational activities and teaching , can provide the basis for further research to determine the important variables related to teaching metacognition and finally design effective interventions and applications to improve the metacognitive abilities of Iranian teachers.

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 determine the mediating role of metacognition between executive functions and self-regulated learning in students. This research was a correlation study using structural equation analysis. The statistical population of the study included all junior high school students in Mako city of 5000 people. From this population, 370 people were selected by stepwise cluster sampling using Sloven formula. Data collection tools included Wisconsin Card Classification Test (WCST), Self-Regulated Learning (MSLQ), and Metacognitive Beliefs (MCQ). Data analysis was performed using Pearson correlation and structural equation analysis. Data analysis showed that the direct path from executive functions to self-regulated learning, and metacognitive beliefs, and the direct path from metacognitive beliefs to self-regulated learning were statistically significant. Also, executive function indirectly predicts self-regulated learning through metacognition (p <0.05). According to the results, it can be argued that executive functions directly and also indirectly through metacognition play an important role in students' self-regulated learning

The purpose of this study was to examine the structural equation model of met cognitive awareness, self-efficacy and academic motivation with an attitude toward mathematics: by mediating the role of math anxiety in patients with LD. The method of this study was correlation of structural equation model. The statistical population of the present study included all students with special learning disorder were selected from the 4th to 6th grades of East Azarbaijan province who were studying in the first half of the academic year of 2017-18. The statistical sample included 213 students there was a specific learning disorder among the statistical community which were selected using simple random sampling method and responded to math anxiety questionnaires, attitude toward math, academic motivation, academic self-efficacy and meta-cognitive awareness questionnaire. The results of Pearson correlation coefficient showed there is a positive and significant relationship between the attitudes toward mathematics and met cognitive awareness; between academic self-efficacy and attitude towards math; there is a positive and significant relationship between attitudes toward math with academic motivation. Also there is a significant negative relationship between mathematical anxiety with met cognitive awareness, academic self-efficacy, internal and external educational motivation, perception of teacher's attitude and attitude toward mathematics. Also, the AMOS software bootstrap test was shown It is fitted Indirect directions of meta-cognitive strategies to attitude; academic motivation toward attitude toward mathematical lesson and academic self-efficacy toward attitude toward mathematics through math anxiety.

Gambling disorder (GD) is an addictive disorder that is not considered as much as other addictive disorders, and therefore psychometric instruments to diagnosis and treat of GD are limited. The purpose of the present study was to standardize the metacognition about gambling questionnaire (MGQ) among university students. The participants in this study were 99 (58 females and 41 males) undergraduate and postgraduate students who were they selected via snowball sampling. Participants completed an online Persian format of the MGQ and the GD checklist. The results have indicated that this questionnaire has good psychometric properties. The reliability of this questionnaire with internal consistency of Cronbach's alpha was 0.85, and the split-half was 0.84; the composite reliability for positive and negative metacognitive sub-scales were 0.86 and 0.84, respectively. The validity of this questionnaire was as a criterion validity with the GD checklist for positive and negative metacognitive sub-scales of 0.58 and 0.72, respectively. The construct validity was 0.95, and the discriminant validity was in the range of 0.72 to 0.93; in addition, the convergent validity for positive and negative metacognitive sub-scales, respectively, were 0.56 and 0.52, respectively; and finally the unidimensionality of markers was confirmed. Finally, the 10-question form was confirmed by the two-component model of the questionnaire with a prediction power of 0.95. Based on these findings, the MGQ is a standard instrument that can be used in research and practice by clinical psychologists and researchers involved in gambling disorder.

The purpose of the present study was to investigate the effectiveness of self-regulation intervention on improving the components of academic competence of male and female high school students in Tabriz. The study population consisted of all students studying in academic year 2017-18. The multi-stage cluster sampling was employed to select 94 students participating in the study. The research tools included a questionnaire of self-regulatory learning (MSLQ) and a researcher-made academic competenc questionnaire (based on McGrew's Model of Motivation and Academic Competenc, 2013). The validity of the academic competency questionnaire was obtained through exploratory factor analysis and its reliability was calculated using Cronbach's alpha coefficient at 0.92. The method of this study was a semi-experimental pre-test-post-test with a control group and a follow-up study after 3 months. Data analysis was conducted using variance analysis through repeated measures, Results showed that intervention factor had a significant effect on developing academic competence (0/008), but the effect of gender was not significant. Intervention factor had a significant effect on subscales of orientation towards self (0.008) and Orientation towards learning (0.01). Furthermore, in the subscale of orientation toward others, neither intervention (0.08) nor gender (0.88) were significant. Overall, the results of the study indicated that self-regulated education had a significant effect on developing students' academic competence, however, since this intervention did not prove to be significant on the subscale of orientation towards others, it is recommended that further educational strategies and interventions be implemented and tested in this area.

The study aims at designing and offering a causal model for the relationship between metacognitive reading strategies and academic delay of gratification on Shiraz student- teachers' critical thinking. The research is of descriptive- correlational kind. The research samples included 234 student-teachers selected through single-stage cluster sampling method in Shiraz City. Data was gathered using metacognitive reading strategies (Mokhtari and Richard, 2002), academic delay of gratification (Bembenutty and Karabenick, 1998) and California critical thinking (Facione and Facione, 1990) questionnaires. Data was analyzed by path analysis. The results showed that the proposed model fit the data. It was also concluded that academic delay of gratification and problem solving metacognitive strategy have a significant impact on critical thinking. The impact of metacognitive, supportive and problem-solving strategies on academic delay of gratification was also positive and significant. The academic delay of gratification had also a significant effect on critical thinking. The findings demonstrated that improving metacognitive reading strategies and academic delay of gratification could played a vital role critical thinking. Therefore, according to the results of this study, implementation of educational programs in problem-solving skills and academic delay of gratification for promoting students′ critical thinking is recommended to be considered by educational authorities.

The purpose of the present study was to investigate the relationship between dimensions of metacognition beliefs and mathematics anxiety among gifted high-school students. To this end, 183 high school students (96boys, 87girls) were selected purposive sampling method as gifted by Otis Intelligence Test (students with IQ above 120) and participated in this study. Math Anxiety Scale and Metacognitive Beliefs Questionnaire, were used as measurement instruments. Their validity of these instruments revealed through factor analysis and reliability with Cronbach's alpha coefficient were obtained. The results showed acceptable internal consistency of these instruments. Analysis of the data by calculating the Pearson correlation coefficient and multiple regression analysis was performed. Results showed significant correlations between metacognition dimensions and mathematical anxiety dimensions. Multiple regression analysis revealed that the negative beliefs about worry concerning uncontrollability and danger predicted of mathematics course anxiety, mathematics test anxiety, worriness about mathematics, and cognitive confidence predicted of mathematics course anxiety and cognitive self-consciousness predicted of negative affect about mathematics. The most powerful predictor of math anxiety among gifted students was negative beliefs about thoughts concerning uncontrollability and danger. Also based on the results, gender was predictors of mathematics test anxiety. In general, this study showed that by increasing the negative metacognitive beliefs, math anxiety increases. Implicitly by The above findings change in the assessment and negative beliefs gifted students and provide alternative strategies to deal with negative beliefs.