A new approach to children's education quarterly

A new approach to children's education quarterly

Investigating the relationship between metacognitive beliefs and cognitive regulation of emotion and self-expression in female students of first secondary school in Kohnani city

Document Type : Original Article

Authors
1 استادیارگروه علوم تربیتی_دانشگاه پیام نور_تهران _ایران
2 Master's degree in Educational Psychology - Payam Noor University - Tehran - Iran
3 Master of Curriculum Planning - Payam Noor University - Tehran - Iran
Abstract
Objective Abstract: The purpose of this research was to investigate the relationship between metacognitive beliefs and cognitive regulation of emotion and self-expression in high school female students of Kohnani city.

Method: The method of this study was correlational. The statistical population of this research consisted of all the female students of the first secondary level of the city of Kohnani who were studying in the academic year 2019-2019. Among the statistical population, 105 students were selected by random sampling from girls' secondary schools. In order to collect research data from Wells and Cartwright Hutton's Metacognition Questionnaire (2004), Garnevsky et al.'s Cognitive Emotional Regulation Questionnaire (2001) and Gambrill and Ritchie's Self-Expression Questionnaire (1975) whose reliability level is 76.76 respectively. , 82/. and 78/. It is used. In this research, descriptive statistics and inferential statistics of regression analysis were used to analyze the data.

Findings: The results of the analysis of research hypotheses showed that there is a significant positive relationship between metacognitive beliefs and cognitive regulation of emotion and self-expression. In other words, the existence of metacognitive beliefs is associated with an increase in the cognitive regulation of emotion and self-expression in students.

Discussion and conclusion: According to the results of this research, it can be said that metacognitive beliefs as an important psychological variable have a significant relationship with the degree of cognitive regulation of emotion and self-expression in students, and this relationship makes the students adapt as much as possible in different environments. school and family.
Keywords

Subjects


Abdulmaleki, F, Afrisham, F. (2019). Investigating the relationship between metacognitive beliefs and cognitive emotion regulation with happiness in high school female students. The second congress of new findings in the field of family, mental health, disorders, prevention and education. [Persian]
Adibnia, F., Shams Esfandabad, H. (2019). Predicting school anxiety in students based on metacognitive beliefs and social support. Two quarterly cognitive strategies in learning. 8 (15), 37-55. [Persian]
Alghamdi, N. G. (2015). Anxiety and Assertiveness in Females: A Comparison of Medical  and Non-Medical University Students. Mediterranean Journal of Social Sciences, Vol. 6, no. 3 S2, pp. 84.
Ali Mohammad, F, Kerami, A, Sotoude Asl, N. (2019). Developing a quality of life model based on metacognitive beliefs with the mediation of perceived stress in the elderly. Journal of Psychology of Aging. 6 (4), 341-355. [Persian]
Anvari, J., Bagheri, S. (2018). The effectiveness of positive-oriented psychotherapy on improving cognitive emotion regulation strategies in students with anxiety symptoms. Positive psychology research paper. 5 (2), 31-46. [Persian]
Ayagh, H., Shibani Tadraj, F. (2016). Investigating the metacognitive beliefs and traits of five personality factors with self-expression and general health of female students of the first secondary level of Bandar Abbas city. Strategic studies in humanities and Islamic sciences, volume 1, number 1. [Persian]
Babai Nadinloui, K., Aminzadeh, J., Sattari, M. (2017). The relationship between metacognitive beliefs, cognitive impairment and ambiguity tolerance with cognitive emotion regulation in substance-dependent women. Journal of Social Health and Addiction. 19, 110-91. [Persian]
Bahadri Khosrowshahi, J, Habibi Kaliber, R. (2017). Difficult relationship in emotional regulation and metacognitive beliefs with referential thinking in middle school male students. Two quarterly journal of cognitive strategies in learning. 5 (9), 118-135. [Persian]
Basharat, M.A., Mirjalili, R., Bahrami Ehsan, H. (2015). The mediating role of metacognitive beliefs and cognitive emotion regulation failure in the relationship between cognitive perfectionism and worry in patients with generalized anxiety disorder. Journal of Principles of Mental Health. 17 (3), 115-122. [Persian]
Bedel, E. F. (2012). An Examination of Locus of Control, Epistemological Beliefs and Metacognitive Awareness in Preservice Early Childhood Teachers.Educational Sciences: Theory & Practice, 12, 3051-3060.
Carciofo, R., Song, N., Du, F., Wang, M. M., & Zhang, K. (2017). Metacognitive beliefs mediate  the relationship between mind wandering, self-handicapping and negative affect. Personality and Individual Differences, 107(18), 78-87.
Dehghani, Y, Hekmatian Fard, S. (2019). Examining the role of academic optimism, metacognitive beliefs and cognitive emotion regulation in predicting self-disability of students with special learning disabilities. Quarterly Journal of Psychology of Exceptional People. 10 (37), 137-159. [Persian]
Desatnik, A., Bel-B. T., Nolte, T., Crowley, M., Fonagy, P., & Fearon, P. (2017). Emotion regulation in adolescents: An ERP study. Biological Psychology, 129, 52–61.
Gambrill, E.D., Richey, C.A. (1975). An assertion inventory for use in assessment and research. Behavior Therapy, 6, 550–561.
Garnefski, N., & Kraaij, V., (2014). Bully victimization and emotional problems in adolescents: Moderation by specific cognitive coping strategies? Journal of Adolescence, 37(7), 1153–1160.
Garnefski, N., Koopman, H., Kraaij, V., Ten Cate, R. (2009). Brief report: Cognitive emotion regulation strategies and psychological adjustment in adolescents with a chronic disease. Journal of Adolescence, 32(2): 54-449.
Gharib Nawaz, S, Nouri, R, Maqdisin, M. (2017). The relationship between metacognitive beliefs and test anxiety: the mediating role of cognitive emotion regulation strategies. Cognitive Psychology Quarterly. 5 (4), 1-10. [Persian]
Gross, J. J. (2015). Emotion regulation: Current status and future prospects. Psychological Inquiry, 26(1), 1-26.
Haroun Rashidi, H, Abdopour Sabzegbaei, E. (2019). The effectiveness of teaching problem solving skills on self-expression and shyness of students. Journal of Learning Disabilities. 9 (4), 152-133. [Persian]
Kazemi Rezaei, SA, Khosh Sarwar, S, Noori, R. (2018). The diagnostic role of metacognitive beliefs, difficulty in emotion regulation and interdependence in obese women. Arak Journal of Medical Sciences. 22 (4), 97-88. [Persian]
Mirzaei, K, Abdulahi, MH, Shahqalian, M. (2013). The relationship between metacognitive beliefs and social anxiety and shyness: the role of emotion regulation strategies. Journal of research in psychological health. 7 (2), 13-22. [Persian]
Mohammadkhani, Sh, Hassani, J, Akbari, M, Yazdan Panah, N. (2018). The mediating role of emotion regulation strategies in the relationship between metacognitive beliefs and attachment styles with high-risk behaviors of adolescent children of Iran-Iraq war veterans. Iranian Journal of Psychiatry and Clinical Psychology. 25 (4), 410-399. [Persian]
Najafizadeh, A, Safavi S, Farmani, F, Salari, M. (2017). Investigating the role of metacognitive beliefs in the cognitive regulation of emotion and mindfulness of women in their first pregnancy. Zanko Journal of Medical Sciences. 19 (63), 74-84. [Persian]
Norouzzadeh, V, Esmaili, S. (2019). Examining the structural grade point average of metacognitive awareness, self-efficacy and academic motivation with attitude towards math course: by testing the mediating role of math anxiety in students with specific learning disorders. Journal of Learning Disabilities. 10 (2), 111-136. [Persian]
Nur Ali, H, Haji Yakhchali, A, Shahni Yilaq, M, Maktabi, Gh. (2017). The effect of teaching cognitive emotion regulation strategies on adaptation, school well-being and emotion regulation in male students of gifted schools. Journal of Psychological Achievements. 25 (2), 91-110. [Persian]
Omid Arjanki, T., Nikkhah, M. (2017). Investigating the relationship between metacognitive beliefs and academic burnout of elementary school students in Ben city. National conference of new achievements in education. [Persian]
Piri,  J, Amirpanah,  A, Aghdasi, A. N. (2019). The effectiveness of mindfulness-based spirituality therapy on psychological well-being and self-expression. New Psychological Research Quarterly. 15 (59), 30-48. [Persian]
Potthoff, S., Garnefski, N., Miklósi, M., Ubbiali, A., Domínguez-Sánchez, F. J., Martins, E. C., - Witthöft, M., Kraai, V. (2016). Cognitive emotion regulation and psychopathology across cultures: A comparison between six European countries. Personality and Individual Differences, 98(1): 218-224.
Raio, C. M. Orederu, T. A. Palazzolo, L., Shurick, A. A. & Phelps, E. A. (2013). Cognitive emotion regulation fails the stress test.Proceedings of the National Academy of Sciences, 110(37), 15139–15144.
Salimi, F, Sajjadian, I. (2016). Prediction of depression based on cognitive emotion regulation strategies in students. Educational Research Quarterly. 11 (47), 47-64. [Persian]
Soleimanifar, O, Shabani F, Rezaei, Z, Nikobakht, N. (2016). Tendency to critical thinking, self-esteem, self-expression, social anxiety and worry in college students: presenting a causal model. Quarterly Journal of Clinical Psychology and Personality. 15 (2), 155-166. [Persian]
Wells, A. (2009). Metacognitive therapy for anxiety and depression. New York, the Guilford Press.
Yang, F., & Zhang, L. (2018). Problem behavior patterns of victims of school bullying in rural China: The role of intrapersonal and interpersonal resources. Children and Youth Services Review, 93, 315–320.

  • Receive Date 21 April 2024
  • Revise Date 16 June 2024
  • Accept Date 19 June 2024
  • First Publish Date 19 June 2024
  • Publish Date 20 June 2024