The role of brain quadrant dominance, meta-worry thoughts, and learning styles on predicting meta-cognitive strategies

The present study aimed to investigate the role of brain quadrant dominance, meta-worry thoughts, and learning styles in predicting meta-cognitive strategies. The research method was descriptive-correlational. The statistical population included all students of Shahid Madani University of Azerbaijan in the academic year 2024-2025, from which 150 people were selected by cluster random sampling. The research tools included the Meta-cognitive Strategies Scale (MSS, Karami, 1381), Meta-worry Thoughts Questionnaire (MTQ, Wells, 1994), Brain Quadrant Dominance Questionnaire (BDIQ, Nederman, 1980), and Learning Styles Inventory (LSI2, Kolb, 1985). The results of the study showed that there is a negative and significant relationship between meta-worry, social and health anxiety, and meta-cognitive strategies (P≥0.001). Also, there is a positive and significant relationship between the dominance of brain quadrants A and B with metacognitive strategies and a negative relationship between the dominance of brain quadrants C and D with metacognitive (P≥0.001). On the one hand, there is a negative and significant relationship between reflective observation and metacognitive strategies, and there is a positive and significant relationship between abstract conceptualization and active experimentation with metacognitive strategies (P≥0.01). On the other hand, the results of regression analysis showed that the dominance of brain quadrants A and C and reflective observation can explain 31% of the changes in metacognitive strategies in students (P≥0.001). In general, it can be said that the dominance of brain quadrants and learning styles predict metacognitive strategies in individuals, and according to them, metacognitive strategies can be explained.