Effectiveness of Group Metacognitive Therapy for Student's Metacognitive Beliefs and Anxiety (original) (raw)
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Objective: The purpose of the present study was to compare the efficacy of metacognitive therapy with cognitive therapy on reducing test anxiety and meta-worry among students. Methods: The present study is a quasi-experimental research with pre- and post-test design with a control group. Study population comprised all female students of Tarbiat-Modares University of Tehran and sample included 15 students who selected by available sampling method and then randomly assigned in 3 groups. Test Anxiety Inventory and the Anxious Thoughts Inventory were given to 3 groups. For analyzing the data, analysis of covariance (ANCOVA) and repeated measure method were used. Students in 3 groups were matched with regard to age and marital status. Results: The results of co-variance test showed that there are differences between 3 groups in test anxiety. Metacognitive and cognitive therapy had same efficacy in reducing test anxiety, while the metacognitive therapy had more efficacy than cognitive therapy in reducing metaworry. Conclusion: Considering the effectiveness of two treatments on test anxiety, results of the present study can be useful for specialists. Also, results of metacognitive therapy can be helpful in reduction of meta-worry
Avicenna Journal of Neuro Psych Physiology, 2016
Background: Nowadays, one of the principal difficulties faced by educational systems worldwide is anxiety, a mental problem, which is evidently difficult to be endured by many students and leads to various types of mental and physical disorders or reduction of educational efficiency, and has gained attention of sociologists for its consequent psychological, social, and economical impacts. Objectives: The current study aimed at predicting exam anxiety based on meta-cognitive beliefs and learning methods among high school students of Bandar Abbas. Methods: The study population included 351 students (197 males and 154 females), who were selected randomly by the cluster approach and answered the research tools including Meta-Cognitive Beliefs Questionnaires (MCQ-30), Learning methods questionnaires of Marton and Saljoo (1996) and also test anxiety questionnaire of Alpert and Haber (1960). The study plan was correlativedescriptive. Pearson simple correlation coefficient, multi variable regression, and multi variable variance analysis were used to analyze the obtained data. Results: The study results indicated that there was a positive significant relationship between meta-cognitive beliefs and exam anxiety, a negative significant relationship between profound learning and learning methods and exam anxiety, and a positive significant relationship between smattering learning method and exam anxiety. The regression exam results also revealed that metacognitive beliefs and smattering learning methods could positively predict and determine exam anxiety in students. A significant relationship was observed between meta-cognitive beliefs in females and males, and female students showed greater intention and interest toward meta-cognitive beliefs than males, however, no significant difference was observed between learning methods and exam anxiety in females and males. Conclusions: It was concluded from the study results that profound learning methods lead to the reduction of exam anxiety, and smattering learning methods and meta-cognitive beliefs lead to increased exam anxiety among students.
Metacognition as a Mental Health Support Strategy for Elementary Students with Anxiety
2018
Mental health issues affect learning and performance in profound ways. Schools tend to lack a comprehensive approach to address the needs of students with anxiety, due to the limited training staff receive in mental health identification and support. As teachers work to address barriers to learning, schools must develop a system to fully address the growing needs of students with anxiety. Metacognition plays a significant role in clinical psychology and is used as a mental health intervention and support in clinical settings. The possibility of the application of a specific cognitive strategy to classroom settings in order to support elementary students with anxiety could impact how students are served appropriately for mental health issues within the school setting. The purpose of this study was to examine the relationship between metacognition and its use as a mental health support strategy for elementary school students suffering from anxiety. The study presents a critical analys...
Effective Metacognitive Factors in Students’ Depression
Procedia - Social and Behavioral Sciences, 2014
This research is done with the aim of examining effective meta-cognitive factors in students' depression. The population studied in this research comprises all undergraduate (bachelor-level) students at Islamic Azad University, Roudehen Branch, studying in the academic year 2008-2009. From among them, 35 depressed and 35 ordinary students were selected via the systematic random sampling method. The instrument in this research was Wells' Meta-cognition Test Depression can be predicted based on the meta-cognitive skills (five skills). The results achieved through administering of Wells' Meta-cognition Test suggested that the difference in means of depressed and ordinary students in the subscales of positive worrying beliefs, uncontrollability and feeling of danger, cognitive ability, general negative beliefs, cognitive self-awareness and the whole meta-cognition is significant.
Metacognition and Depression, State Anxiety and Trait Anxiety Symptoms
Objective: The objective of this study was analyzing the effect of meta-cognition elements on depression, trait and state anxiety symptoms. Methods: In this Study, the sample consisted of 224 students of University of Social Welfare and Rehabilitation Sciences that answered three questionnaires including Metacognitive Questionnaire (MCQ-30), Beck Depression inventory (BDI-II) and Spielberger State-Trait Anxiety Inventory. Pearson correlation coefficient and step-by-step regression to analyze were used for data analysis. Results: According to the results, there is a positive and significant correlation between total score of metacognition and four elements of beliefs (positive beliefs, negative beliefs, uncontrollability and low cognitive trust (P<0.01). In addition, summary of results indicated that out of metacognitive elements, only general negative beliefs may predict the variations of depression scores, (P<0.01). Conclusion: Summary of this study demonstrated that metacognitive beliefs are significantly effective on prediction of depression and anxiety. Moreover, out of metacognitive elements, only general negative beliefs, in comparison with other elements, may predict the depression.
Journal of Research in Education and Society: International Perspective, 2015
This study investigates the influence of metacognitive evaluation strategy in reducing the level of test anxiety among low achieving secondary school students in mathematics. A quasi experimental design involving pretest posttest control group is adopted for the study. Simple random sampling technique is used in selecting two schools out of ten schools in the study area. Samples of twenty students out of those identified with low achievement in mathematics are used to serve as treatment and control groups. The treatment group is exposed to six weeks training of metacognitive evaluation strategy while the control group did not receive any treatment. The instrument used is Westside Test Anxiety Scale. The hypothesis formulated for the study is tested using independent t-test. The findings of the study reveal that significant difference exist between the treatment group that received metacognitive evaluation strategy training and the control group that received no treatment, the difference is in favour of the treatment group. Significant difference also exist in the effect of metacognitive evaluation strategy in reducing test anxiety among male and female low achieving secondary school students in mathematics. It is recommended that school counselors and teachers should be exposed to metacognitive evaluation strategy in order to enhance the test anxiety of secondary school students in mathematics.
A Metacognition Study: Relationship with Students’ Academic Achievement"
Metacognitive knowledge includes knowledge about one's ability to understand, control, and manipulate one's cognitive processes. It includes knowing when and where to use particular strategies for learning and problem solving as well as how and why to use specific strategies.This research article briefly describes the metacognition of college students with regard to gender andrelationship between metacognition and academic achievement. In order to study the problem, the survey method was used to collect the data. The sample for the study was collected from the three degree colleges of Sonipat city(Haryana).80 students(40 male and 40 female) were randomly selected only from 1 st year form all discipline. Score obtained in class 12 th by the selected students, divided in two groups i.e. high scorer(above 65%) and low scorer (below 65%) were recorded for testing their level of Academic Achievement. Metacognitive inventory developed by Govil P. (2003) was administered to the selected sample to assess metacognition. The data so collected was analyzed statistically by employing Mean, SD and t-test. The finding reveals that the level of metacognition of most of the female students is found to be higher than male students. The researchreveals that there is significant difference between male and female students in their metacognition but there is no significant difference in metacognition and academic achievement of high and low scorer. Moreover to this the academic achievement is less affected by metacognition means results found a low degree of correlation between both.
Jundishapur Journal of Chronic Disease Care, 2017
Background: Generalized anxiety disorder is chronic and can be continued. The present study was conducted to examine the effectiveness of metacognitive therapy on cognitive-attentional syndrome and low cognitive confidence among female students of Shahid Chamran university of Ahvaz, who had generalized anxiety disorder. Methods: This was a quasi-experimental study with a pretest and posttest and a control group. The statistical population included all female students of Shahid Chamran university of Ahvaz, who were invited to participate in the present study by a phone call. First, for an initial diagnosis of the disorder, the generalized anxiety disorder scale was given to the students. Then, those individuals with a high score in anxiety questionnaire (cut-off point: 10 and above) underwent a structured clinical interview, and 28 individuals with generalized anxiety criteria were selected. The test group underwent ten 90-minute sessions of Wells metacognitive therapy. The questionnaire of cognitive-attentional syndrome and cognitive trust was used as a measurement tool in the pretest and the posttest. Data were analyzed by descriptive statistics and multivariate analysis variance test. Results: Multivariate variance analysis showed that the mean value of cognitive-attentional syndrome and low cognitive confidence in the test group significantly reduced compared to the control group. Conclusions: The findings revealed that MCT reduces the studied variables and indicated the effectiveness of meta-cognitive therapy on generalized anxiety.
Iranian Evolutionary Educational Psychology Journal, 2021
The aim of this study is to investigate the mediating role of adaptive and maladaptive strategies of cognitive emotion regulation in the relationship between metacognitive beliefs and learning anxiety. The present study is a correlational method. The statistical population encompasses male and female high school students in Shiraz in the academic year of 2019. In this study, 253 students (131 girls and 122 boys) are selected using multistage cluster sampling, and evaluated using the Pekrun Learning Anxiety Questionnaire, Garnefski et al.' Cognitive Emotion Regulation Questionnaire, and Wells et al.' Metacognition Questionnaire. The results of the structural equation modeling exhibit that positive metacognitive beliefs and negative metacognitive beliefs predicted the strategy of maladaptive emotion regulation. Furthermore, negative metacognitive beliefs predict adaptive emotion regulation and maladaptive emotion regulation strategies predict learning anxiety. Correspondingly, the results of the structural equation analysis modeling indicate that the maladaptive emotion regulation mediates the relationship between the metacognitive beliefs and learning anxiety.
Interdisciplinary Journal of Virtual Learning in Medical Sciences
Background: Giving attention to the various factors affecting the academic achievement of student's results in their better academic performance. The aim of the current study was to examine the effectiveness of training metacognition-based study skill on the achievement motivation, self-efficacy, satisfaction with school and resilience of the female secondary students in Isfahan. Methods: The statistical population of the present study included all the female secondary students in Isfahan in the 2014-2015 academic sessions among whom 30 students were selected by the multistage cluster random sampling method and were designated by the experimental research design of pretest-posttest type with control group. The interventions is related to the training study skill based on the metacognition approach drawn from Seif's educational psychology which were conducted on the test group students during 20 educational sessions. The tools used included the achievement motivation questionnaire with Cronbach's alpha reliability coefficient 0.80, the construct validity with factor loading 0.39, the multidimensional scale of students' life satisfaction with reliability coefficient 0.70 to 0.90 and with validity coefficient 0.50, the self-efficacy scale with reliability coefficient 0.86 through Cronbach's alpha and the validity coefficient of correlation-0.34, the resilience with reliability coefficient 0.86 through Cronbach's alpha and the validity coefficient of correlation 0.64. The data were analyzed through multivariable covariance analysis and the SPSS software version 22. Results: The results of the research revealed a significant difference between the test and control groups (P = 0.001, F (4, 21) = 6.92, Hoteling effect = 1.31) thus indicating the effectiveness of metacognition training method on the achievement motivation, self-efficacy, satisfaction with school and resilience. It signifies that the metacognition training method explains 47, 43, 33 and 39 percent of changes of the dependent variables respectively (P < 0.005) Conclusions: The findings revealed that the metacognitive study skills results in the increase of the students' achievement motivation, self-efficacy, satisfaction with school and the academic resilience and it can be applied in the educational counseling of kids and teens.