MAI PsychiatryRes (original) (raw)
Related papers
Psychiatry Research, 2012
Background: Metacognition is a multi-facet psychological construct; deficits in metacognitive abilities are associated to low social functioning, low quality of life, psychopathology, and symptoms. The aim of this study was to describe and develop a valid and reliable interview for assessing metacognition. Methods: The semi-structured interview, based on the author's theory model of the metacognition construct, is described. The Metacognition Assessment Interview (MAI) is an adaptation of the Metacognition Assessment Scale (MAS) and evaluates how the subject is interviewed used metacognition during his own real life experiences elicited by the interviewer. A user manual was developed to assist the interview and scoring procedure. Results: Exploratory factor analysis and confirmatory factor analysis revealed preliminary evidence of a two factor-hierarchical structure, with two lower-order scales, representing the two main theoretical domains of the metacognitive function, ''the Self'' and ''the Other'', and one single higher-order scale that we labelled metacognition. Contrary to the authors' prediction the existence of the four distinct dimensions under the two domains was not confirmed. The MAI and its two domains demonstrated acceptable levels of inter-rater reliability and internal consistency. Conclusions: The MAI appears to be a promising instrument for assessing metacognition. Future psychometric validation steps and clinical directions are discussed.
Objective: Metacognition is a multi-component psychological construct, characterized by the ability to identify and describe one's own mental states and those of others. Evidence has been found for an association between impairments in metacognitive abilities and poor social functioning, low quality of life, severity of psychopathology in Personality Disorders (PDs). However, to date, there are few psychometrically validated instruments available for assessing the different components of metacognition. A self-report questionnaire, the Metacognition Self-Assessment Scale (MSAS), has been developed to evaluate the different functions of metacognition (Monitoring, Integration, Differentiation and Decentration) as defined in the framework of Metacognitive Multi-Function Model (Semerari et al. 2003, 2007). The aim of the present study is to preliminarily investigate the psychometric properties of the MSAS in a large non-clinical sample. Method: The MSAS was administered to 6659 people randomly recruited from the general population. Exploratory and confirmatory factor analyses were carried out to examine the dimensionality of the MSAS. Results: The results of the exploratory and confirmatory factor analyses revealed a good fit for a four-factor model of metacognition and suggested that metacognition as measured by the MSAS is a multidimensional construct consisting of one general factor with several sub-components. All Monitoring and Integration items loaded on the first factor which appeared to correspond to self-directed reflective cognition, that we named Self-Reflectivity. The Differentiation and Decentration items loaded on the second factor that captures the ability to distance oneself from cognitions and evaluate them critically, we named it Critical Distance. Items related to Monitoring Others' cognitions constituted a separated factor, related to the ability to understand others' minds, we named this factor Understanding Other Minds. The results also supported the hyp othesis that metacognitive regulation (i.e. Mastery) constitutes a separate metacognitive function, relatively independent of the metacognitive knowledge-related functions. Conclusions: These preliminary results confirm that the MSAS has the premises to be validated as a reliable instrument for measuring metacognition and its components. In particular, the MSAS could represent a useful and flexible instrument for a rapid screening of metacognitive abilities in both clinical and non-clinical contexts.
Metacognition assessMent interview : instruMent description and factor structure
2016
Objective: Metacognition is a multi-component psychological construct, characterised by the ability to identify and describe one’s own mental states and those of others. Evidence has been found for an association between deficits in metacognitive abilities and poor social functioning, low quality of life, psychopathology, and symptoms in personality disorders (pds). However, to date, there are few psychometrically validated instruments available for assessing the different components of metacognition. a semi-structured interview, the Metacognition assessment interview (Mai), has been developed to evaluate different domains of metacognition. in the present study, we investigated the psychometric properties of the Mai in an outpatient clinical sample. Method: the Mai was administered to a clinical population of 306 outpatients attending a private clinical centre. Exploratory factor analysis, confirmatory factor analysis and correlation with instruments assessing alexithymia and interp...
Metacognition Self-Assessment Scale
PsycTESTS Dataset, 2017
Objective: Metacognition is a multi-component psychological construct, characterized by the ability to identify and describe one's own mental states and those of others. Evidence has been found for an association between impairments in metacognitive abilities and poor social functioning, low quality of life, severity of psychopathology in Personality Disorders (PDs). However, to date, there are few psychometrically validated instruments available for assessing the different components of metacognition. A self-report questionnaire, the Metacognition Self-Assessment Scale (MSAS), has been developed to evaluate the different functions of metacognition (Monitoring, Integration, Differentiation and Decentration) as defined in the framework of Metacognitive Multi-Function Model (Semerari et al. 2003, 2007). The aim of the present study is to preliminarily investigate the psychometric properties of the MSAS in a large non-clinical sample. Method: The MSAS was administered to 6659 people randomly recruited from the general population. Exploratory and confirmatory factor analyses were carried out to examine the dimensionality of the MSAS. Results: The results of the exploratory and confirmatory factor analyses revealed a good fit for a four-factor model of metacognition and suggested that metacognition as measured by the MSAS is a multidimensional construct consisting of one general factor with several sub-components. All Monitoring and Integration items loaded on the first factor which appeared to correspond to self-directed reflective cognition, that we named Self-Reflectivity. The Differentiation and Decentration items loaded on the second factor that captures the ability to distance oneself from cognitions and evaluate them critically, we named it Critical Distance. Items related to Monitoring Others' cognitions constituted a separated factor, related to the ability to understand others' minds, we named this factor Understanding Other Minds. The results also supported the hyp othesis that metacognitive regulation (i.e. Mastery) constitutes a separate metacognitive function, relatively independent of the metacognitive knowledge-related functions. Conclusions: These preliminary results confirm that the MSAS has the premises to be validated as a reliable instrument for measuring metacognition and its components. In particular, the MSAS could represent a useful and flexible instrument for a rapid screening of metacognitive abilities in both clinical and non-clinical contexts.
Metacognitive self-assessment scale: psychometric properties and clinical implications
Applied Neuropsychology: Adult, 2019
Metacognition is a higher-order psychological construct that has been conceptualized as the ability to identify and describe mental states, beliefs, and intentions of self and others. The Metacognition Self-Assessment Scale (MSAS), was developed to assess different functions of metacognition, being a potential asset in fields such as psychotherapy and clinical neuropsychology. However, a reliability and validity study is still lacking, as well, the study with other related metacognitive constructs. This research describes the psychometric analysis of the MSAS in a crosssectional design and the study of the relationship between metacognitive functions, meta-beliefs and cognitive fusion. The sample comprised 194 participants from the general population (76% women), with an average age of 32 years old. Exploratory factor analysis, Cronbach alpha, testretest, and validity procedures through bivariate correlations with convergent/divergent measures were conducted. The scale showed satisfactory psychometric properties with good internal consistency along with appropriate convergent/divergent validity. Metacognition and cognitive fusion were negatively correlated, while negative meta-beliefs and mastery predicted the variance of cognitive fusion. Decentering-differentiation factor correlated negatively with cognitive fusion and personal discomfort. These results suggest that MSAS may be a reliable tool to assess metacognition in the Portuguese population. Clinical implications are discussed.
Clinical Psychology & Psychotherapy, 2003
In this article the authors present a method and a scale for the evaluation of the metacognitive profiles of psychotherapy patients. There will be a description of the metacognitive function and of the alterations that occur to it during treatment. Various hypotheses will then be considered: (1) that the metacognitive function has a modular structure; (2) that for each type of psychopathological condition there is a different metacognitive deficit profile; (3) that to be successful psychotherapy needs to involve an improvement in any deficient metacognitive sub-function. There will then be a presentation of the Metacognition Assessment Scale (MAS) for the assessment of metacognitive deficits during psychotherapy. We shall then describe the first results we have on the application of the scale. Finally there will be an analysis of two patients suffering from Personality Disorders and a demonstration of what metacognitive deficit profile each one has and how it is modified over the course of psychotherapy treatment. The article ends with a discussion of the hypotheses made at the start in the light of the results that have emerged.
Metacognition and Learning
Metacognitive skills have been shown to be strongly associated with academic achievement and serve as the basis of many therapeutic treatments for mental health conditions. Thus, it is likely that training metacognitive skills can lead to improved academic skills and health and well-being. Because metacognition is an awareness of one's own thoughts, and as such is not directly observable, it is often measured by self-report. This study reviews and critiques the use of self-report in evaluating metacognition by conducting systematic reviews and a meta-analysis of studies assessing metacognitive skills. Keyword searches were performed in EbscoHost, ERIC, PsycINFO, PsycArticles, Scopus, Web of Science, and WorldWideScience.org to locate all articles evaluating metacognition through self-report. 24,396 articles from 1982 through 2018 were screened for inclusion in the study. Firstly, a systematic review of twenty-two articles was conducted to review the ability of self-report measures to evaluate a proposed taxonomy of metacognition. Secondly, a systematic review and meta-analyses of 37 studies summarizes the ability of self-report to relate to metacognitive behavior and the possible effects of differences in research methods. Results suggest that self-reports provide a useful overview of two factorsmetacognitive knowledge and metacognitive regulation. However, metacognitive processes as measured by self-report subscales are unclear. Conversely, the two factors of metacognition do not adequately relate to metacognitive behavior, but subscales strongly correlate across self-reports and metacognitive tasks. Future research should carefully consider the role of self-reports when designing research evaluating metacognition.
Metacognition and self-regulation: the Metacognitive Self Scale. Acta Neuropsychologica
Acta Neuropsychologica
This paper presents a new understanding of the metacognitive self and a special method for its measure. The aim of the paper was to determine whether a strong metacognitive self affects the process of regulating one's own behavior. The main study (creating a metacognitive scale) involved a group of 1903 people from 18 to 72 years of age (M = 27.3; SD = 2.1). The group in question included approximately 860 female participants (45.2%) and 1043 males (54.8%). The Metacognitive Self Scale, which measures the ability to recognize biases in one's own behavior, proved to be highly accurate and reliable. The scale was also validated by structural modeling, which revealed five subgroups of biases to be discovered by the observer of once own behavior. People differ in the level of metacognitive self: 40% of the participants proved to be not very good at perceiving their own biases, but another 40% of the group showed high scores for metacognitive self. The Metacognitive Self Scale appeared to be an accurate and reliable questionnaire in this Polish group. Moreover, several studies have shown that a high Metacognitive Self score predicts better self-regulation in many domains of life. In other words, a high level of metacognitive self improves well-being and quality of life.
Clinical Psychology & Psychotherapy, 2019
The Metacognitions Questionnaire (MCQ-30) is a brief multidimensional measure used for assessment of metacognitive beliefs in psychopathology. The aim of this study was to assess the psychometric properties of MCQ-30 in Serbian non-clinical (n=246) and clinical (n=171; anxiety and depressive disorders) samples. The reliability of the questionnaire and its subscales was satisfactory. An exploratory factor analysis yielded a five factor solution in both groups, while a confirmatory factor analysis showed a somewhat weaker fit of the model. The MCQ-30 showed positive associations with measures of anxiety, pathological worry, depressive and obsessive-compulsive symptoms in both samples, demonstrating adequate convergent validity. The instrument was sensitive to differences in metacognitive beliefs between non-clinical and clinical samples. MCQ-30 subscales showed incremental contributions in predicting pathological worry after controlling for the variance in obsessivecompulsive symptoms and vice versa. Our results suggest that the MCQ-30 is a reliable and valid instrument for assessing metacognitive beliefs in both non-clinical and clinical samples. Moreover, the findings support the use of the MCQ-30 in Serbian population and extend support for the metacognitive model. Key Practitioner Messages:-MCQ-30 can be used for assessing metacognitive beliefs in Serbian speaking non-clinical and clinical groups.-The Serbian version of MCQ-30 is a reliable and valid instrument which discriminates clinical and non-clinical populations well.-Our results give support to the metacognitive model of emotional disorders.
Metacognition & self- regulation: The metacognition self scale
Acta Neuropsychologica
This paper presents a new understanding of the metacognitive self and a special method for its measure. The aim of the paper was to determine whether a strong metacognitive self affects the process of regulating one's own behavior. The main study (creating a metacognitive scale) involved a group of 1903 people from 18 to 72 years of age (M = 27.3; SD = 2.1). The group in question included approximately 860 female participants (45.2%) and 1043 males (54.8%). The Metacognitive Self Scale, which measures the ability to recognize biases in one's own behavior, proved to be highly accurate and reliable. The scale was also validated by structural modeling, which revealed five subgroups of biases to be discovered by the observer of once own behavior. People differ in the level of metacognitive self: 40% of the participants proved to be not very good at perceiving their own biases, but another 40% of the group showed high scores for metacognitive self. The Metacognitive Self Scale appeared to be an accurate and reliable questionnaire in this Polish group. Moreover, several studies have shown that a high Metacognitive Self score predicts better self-regulation in many domains of life. In other words, a high level of metacognitive self improves well-being and quality of life.