metacognitive

Attendance in educational settings such as schools is often accompanied by varying levels of anxiety for many students. One of the most significant types of anxiety in educational environments is exam anxiety.

This study aimed to investigate the efficacy of metacognitive therapy on social avoidance, distress, and academic persistence among students with exam anxiety in 2023.

This quasi-experimental study utilized a pretest-posttest design to assess the efficacy of metacognitive therapy for female students with exam anxiety. All female second-grade high school students in Ahvaz city who reported experiencing exam anxiety during the 2022 - 2023 academic year were included in the study sample. A purposive sample of 36 female students was randomly divided into two groups: An experimental group receiving metacognitive therapy and a control group. The experimental group participated in seven 60-minute sessions of metacognitive therapy, conducted twice a week. The control group did not receive any intervention during the study period. The Social Avoidance and Distress Scale (SADS) and Academic Persistence Scale (APS) were administered to both groups before and after the intervention. Data were analyzed using analysis of covariance to control for baseline differences.

Metacognitive therapy was effective in reducing social avoidance and distress, as well as in improving academic persistence in high school students (P < 0.001). Specifically, the mean social avoidance and distress score decreased significantly from 19.67 ±1.68 to 10.11 ±2.13 in the metacognitive therapy group. Additionally, the mean academic persistence score increased significantly from 9.39 ±1.78 to 23.72 ±3.10 in the metacognitive therapy group.

Metacognitive therapy effectively reduced social avoidance and distress while increasing academic persistence in female students with exam anxiety. This study highlights the therapy's potential as a valuable intervention for improving the overall well-being and academic performance of students facing similar challenges.

Metacognitive therapy targets self-differentiation and relational beliefs by helping couples identify unhelpful thinking patterns that fuel conflict. By addressing these underlying cognitive processes, metacognitive therapy aims to improve both individual well-being and relational dynamics.

This research aimed to determine the effectiveness of metacognitive therapy in couples with marital conflicts attending the family court in Karaj city.

The present study employed a semi-experimental design with a pretest-posttest and control group. The statistical population of this study comprised all couples applying for divorce who had sought divorce or marital dispute resolution at the family court in Karaj in the year 2023. A sample of 32 individuals (16 individuals per group) was selected through voluntary sampling, considering the study entry criteria, and randomly assigned to the experimental and control groups. Participants completed questionnaires on their relational beliefs and self-differentiation in the pretest and posttest stages. The experimental group underwent 16 sessions of 90-minute metacognitive therapy, while the control group received no intervention. Data analysis was conducted using analysis of covariance. Data analysis was performed using SPSS-27 software.

Metacognitive therapy significantly improved relational beliefs compared to the control group (P < 0.001). The experimental group's mean score increased from 85.19 (± 9.89) at pretest to 135.88 (± 11.91) at posttest, while the control group showed minimal change (pretest: 89.31 ± 7.99; posttest: 95.75 ± 16.94). Similar improvements were observed in self-differentiation scores (P < 0.001). The experimental group's mean score increased from 120.81 (± 8.88) at pretest to 173.50 (± 14.45) at posttest, compared to minimal change in the control group (pretest: 126.31 ± 7.40; posttest: 125.75 ± 11.06).

The present study yielded significant findings that support the effectiveness of metacognitive therapy in improving relational and marital functioning. These results are promising, suggesting that metacognitive therapy may be a valuable intervention for couples experiencing marital conflict.

Generalized Anxiety Disorder (GAD) is characterized by an excessive preoccupation with daily life occurrences and situations. This study aimed to compare the effectiveness of Metacognitive Therapy (MCT) and Acceptance and Commitment Therapy (ACT) in reducing worry and improving the quality of life among women diagnosed with GAD.

A quasi-experimental study was conducted using a pretest and a 3-month follow-up design. The study participants were women with GAD selected through convenient sampling in Tehran, Iran, from September to November 2022. According to the research design, the participants were divided into experimental and control groups (n=17 in each group). The experimental group underwent a 10-session treatment protocol based on ACT, while the control group did not receive any specific treatment. Data collection was accomplished using the Pennsylvania State Worry Questionnaire (PSWQ) to assess worry, the Brief Generalized Anxiety Disorder Scale (GAD-7) to measure generalized anxiety, and the Quality of Life Questionnaire (QOL) to assess the quality of life. Data analysis was performed using SPSS version 25, utilizing analysis of variance and repeated measures at a significance level of 0.05.

Significant differences were observed between the experimental and follow-up phases among the ACT, MCT, and Control groups concerning environmental health variables (P=0.04). The study’s results indicated significant differences in anxiety variables between the three groups (ACT, MCT, and Control) during the experimental and follow-up phases (P=0.001). No significant differences were noted between the ACT, MCT, and control groups regarding changes in physical health at the post-test (P=0.2) and follow-up (P=0.1) phases. In addition, significant differences were found among the three groups (ACT, MCT, and Control) regarding changes in mental health during the pretest and follow-up (P=0.001). This study also revealed significant disparities in social health variables among the three groups (ACT, MCT, and Control) (P=0.001).

In summary, this study suggested that fostering positive thoughts about worrying may contribute to reducing the severity of anxiety disorders in adults. Intriguingly, mindfulness and a focus on the present moment did not appear to be significantly correlated with mild anxiety experiences.

This study aims to investigate the effectiveness of group metacognitive therapy on internet addiction and cognitive-emotional regulation among adolescents.

We used a quasi-experimental design that included pre-test s, post-tests, and follow-ups. In the 2020-2021 academic year, all the male adolescents in Qazvin City, Iran were included in this study. A total of 30 adolescents were randomly selected and assigned to intervention or control groups based on the convenience sampling method (n=15). We provided ten 90-min group metacognitive therapy sessions to the intervention group, while the control group received no intervention. The internet addiction questionnaire along with the cognitive emotion regulation questionnaire was used to collect the data. We conducted the multivariate analysis of covariance, repeated measures, and Fisher least significant difference post hoc test via the SPSS software, version 26.

The results of this study demonstrated that group metacognitive therapy significantly affected adolescents’ internet addiction and cognitive emotion regulation (P<0.05). In addition, the analysis revealed that internet addiction and cognitive emotion regulation among adolescents were significantly different between intervention and control groups. The treatment remained unchanged at the follow-up stage (P<0.05).

It is recommended that school and family counselors be trained and given executive duties in group metacognitive therapy, which influences Iranian adolescents. These methods may assist overactive adolescents and their families in achieving their learning goals through empowerment, analysis, and interpretation workshops and meetings.

 Attention deficit hyperactivity disorder (ADHD) is one of the most common neurodevelopmental disorders in school-aged children.

 This study assessed the effectiveness of metacognitive therapy in behavioral-emotional problems, cognitive-emotional regulation strategies, and mind wandering in children with ADHD.

 This quasi-experimental study utilized a pretest-posttest design with a control group. The statistical population comprised all students referred to the West Health Center of Ahvaz in 2019. A sample of 45 patients was selected and randomly divided into intervention (MCT, n = 15) and control (n = 15) groups. The experimental group underwent eight sessions (90-minute sessions per week) of MCT, and the control group did not receive any intervention. The research instruments included the Cognitive-Emotional Regulation Questionnaire-children form (CERQ-K-P), Rutter Children Behavior Questionnaire (RCBQ), and Mind Wandering Questionnaire (MWQ). Multivariate analysis of covariance was used to analyze the data.

 The participants included 30 children aged 10.92 ± 2.02 years. In the experimental group, the average score of behavioral-emotional disorder changed from 30.78 to 24.14, cognitive-emotional regulation strategies from 58.34 to 69.43, and mental wandering from 78.18 to 85.14. In the control group, the average score of RCBQ changed from 29.17 to 30.58, CERQ-K-P from 54.5 to 52.34, and MWQ from 19.77 to 19.87. The MCT effectively reduced behavior-emotional problems and mind wandering and improved cognitive-emotional regulation strategies in children with ADHD (P < 0.05).

 Metacognitive therapy improved behavioral-emotional problems, cognitive-emotional regulation strategies, and mind wandering in ADHD children. Therefore, metacognitive and psychiatric treatments are recommended for these patients.

Divorce is one of the most stressful events leading to emotional distress and behavioral problems that affect the metacognitive beliefs and psychological well-being of family members. This study aimed to investigate the effectiveness of compassion-focused therapy (CFT) on metacognitive beliefs, forgiveness, and psychological well-being of women applying for divorce in Shahr-e Ray, Iran, between 2018 and 2019.

This study followed a pretest-posttest design with a control group. The study population included all women applying for divorce in Shahar-e Ray city of Iran, from whom 28 applicants were selected using the convenience sampling method. The study population was randomly assigned to two groups of experiment (n=14) and control (n=14). The CFT was applied for eight sessions to the participants in the experimental group who were further divided into two groups. Women in the control group were put on the waiting list and did not receive any intervention. The tools used in this study consisted of Wells’ Metacognitive Beliefs Questionnaire (MCQ-30), Pollard’s Family Forgiveness Scale, and Ryff’s Scale of Psychological Well-being, which was administered to the participants in the pre-and post-test phases. The data were analyzed using SPSS software (Version 16) through descriptive statistics and analysis of covariance.

The results indicate that there is a significant difference between the experimental and control groups in terms of metacognitive beliefs variables, family forgiveness, and psychological well-being scales (P<0.001).

CFT is a third-wave psychological therapy that improve acceptance of unpleasant emotions, thoughts, metacognitive beliefs, forgiveness, and psychological well-being of women applying for a divorce.

This study aims to compare the effectiveness of mindfulness-based cognitive therapy and meta-cognitive therapy based on training on emotion regulation and anxiety sensitivity in elderly with precedent heart disease in Tehran city.

This was an experimental study with pre-test & post-test and statistical population consisted of all elderly with precedent heart disease living in Tehran 2018, among whom 50 people with precedent heart disease were selected and randomly divided into two groups of equally 25 people. The first group received eight sessions of mindfulness-based cognitive therapy, and the second group was presented with eight sessions of meta-cognitive therapy based on training. Research tools were Emotion Regulation Questionnaire of Gross & John and Anxiety Sensitivity Index of Taylor & Coax (1998). Finally, data analysis was done by multivariate covariance.

The results showed significant effectiveness of independent variables (mindfulness-based cognitive therapy and meta-cognitive therapy based on training) on emotion regulation and anxiety sensitivity (p < 0.001). However, the results showed that metacognitive education had a more significant effect on anxiety fear control than mindful cognitive therapy.

Mindfulness-based cognitive therapy and meta-cognitive therapy based on training on emotion regulation and anxiety sensitivity had different effectiveness. So, experts should pay attention to this issue.

Cyberspace covers many aspects of human life and the tendency to cyberspace can influence his cognitive and emotional aspects.

Therefore, the purpose of the present study was to model the structural relationships of metacognitive states and the tendency to virtual networks mediated by the social adjustment in gifted students.

This correlational-descriptive research using structural equations modeling was conducted on all 300 eleventh grade gifted students of Sampad High School studying experimental sciences in the academic year 2019 in Gorgan city. A total of 300 students were selected through the census method and evaluated by the Virtual Networks Questionnaire by Mojarradi et al. State Metacognitive Inventory by O’Neill & Abedi, and California Test of Personality. Data analysis was done by structural equation modeling using SPSS 18 and Amos 23 software.

The results showed a significant negative relationship between metacognitive states and social adjustment, and tendency to virtual networks (P≤0.01). The research model was well-fit and confirmed. Also, 0.31 of the variance of the tendency to virtual networks was explained by metacognitive states and social adjustment and social adaptability played a mediating role in the relationship between metacognitive states and the tendency to virtual networks (P≤0.01).

Changes in tendency to cybersecurity can be explained directly based on metacognitive and indirect social adjustment states in gifted students. This study has practical implications for school counselors.

Success and academic achievement are among the most important goals of both students and educational systems. Researchers have examined the impact of different factors such as intelligence, personality, attitude, study habits, thinking skills and academic motivation on students’ academic performance. The purpose of this study was to investigate the relationship of motivational beliefs and cognitive and metacognitive strategies with students’ academic achievement. In this descriptive - analytic cross-sectional study, the statistical population included all medical and health students of Shiraz University of Medical Sciences (1405 students), 250 of whom were selected according to the Levy and Lemeshow’s formula. After estimating the sample size, the stratified random sampling method was used. To collect data, Pintrich and de Groot’s motivated strategies for learning questionnaire (MSLQ) was employed. Data were analyzed using descriptive statistics, Pearson’s correlation and independent t-test. Among the components of cognitive learning strategies, comprehension (r = 0.1266, P < 0.10), and among the components of metacognitive learning strategies, the regulation component (r = 0.049, P < 0.05) had a significant positive correlation with academic performance. Among the components of motivational beliefs, the self-efficacy component (r = 0.173, P < 0.10) showed a significant positive correlation with academic performance. Based on the results of multiple regression analysis, only metacognitive learning strategies had the ability to predict the academic performance of the students. There was no significant difference between male and female students in any of the studied variables. Based on the results, students who use more diverse cognitive strategies show better performance than others. Performance is more desirable among those who evaluate their understanding of the content of the course and make more efforts and have more perseverance (regulation) in the learning process. Students who believe in their abilities (self-efficacy) and reinforce these beliefs will have a better academic performance.

This study was conducted to investigate the effectiveness of education based of the cognitive, metacognitive, and behavioral model on the reduction of meta-worry beliefs in patients with social anxiety disorder (SAD).
The research was a quasi-experimental study with pretest-posttest design and a control group. The statistical population comprised all patients with SAD referring to public and private centers for consulting and psychotherapy in Kermanshah, Iran, in 2016. The study sample were selected using purposeful sampling method. A total of 30 patients were chosen through structured clinical interview for DSM-IV axis I disorders (SCID-1) and administering meta-worry subscale of Well’s questionnaire of anxious thoughts (1994). Then, they were randomly divided into two groups of experimental and control. The study instrument was the meta-worry subscale of Well’s questionnaire of anxious thoughts (1994). Twelve cognitive, metacognitive, and behavioral treatment sessions (for the developed model) on the basis of relevant theoretical insights were held for the experimental group twice a week while the control group received no intervention. After the treatment, both groups were evaluated with the questionnaire of anxious thoughts. For data analysis, ANCOVA test was administered using SPSS19.
The results showed that education based on cognitive, metacognitive, and behavioral model was effective on the reduction of meta-worry belief among patients with SAD in the experimental group (P Considering the effectiveness of the model, it seems that therapists and counselors can use this developed model to reduce meta-worry belief among patients with SAD.