Predicting Happiness Based on Meta-Cognitive Beliefs, Self-Efficacy, Self-Regulation in High School Students in Qom

This study was a correlational study in which 74 high school students selected as a sample group using Tabaknik and Fidel formulas and multi-stage cluster sampling. Data collected using the Oxford Happiness Electronic Questionnaire, the Wells Metacognitive Beliefs Questionnaire, the Scherer et al. Self-Efficacy Questionnaire, and the Beaufort Self-Regulatory Questionnaire. Due to the prevalence of Covid19 disease, the questionnaires distributed electronically to the subjects through messaging tools. Data analysis performed by correlation methods and multiple regression analysis in a simultaneous and stepwise manner using SPSS22 software.

The results showed that the relationship between metacognitive beliefs, self-efficacy and self-regulation with happiness is significant and the components of metacognitive beliefs except the component of "negative metacognitive beliefs about thoughts" (P <0.05), self-efficacy (0.05> P) and self-regulation (P <0.05) can predict happiness.

The results indicate the importance of metacognitive beliefs, self-efficacy and self-regulation in predicting students' happiness. Thus, counselors and psychologists can increase self-efficacy, metacognitive beliefs, and self-regulation through workshops to increase student happiness.