List of Articles فراشناخت

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  1 - The Efficacy of Group Metacognitive Therapy on Depression and Mental health of Patients with Multiple Sclerosis
  Narges Eftekhari
  Introduction: Multiple sclerosis (M.S) can have a devastating effect on mental health due to the chronic nature of the disease, lack of definitive treatment and associated mental disorders. The aim of this study was to evaluate the effectiveness of group metacognitive t More

  Introduction: Multiple sclerosis (M.S) can have a devastating effect on mental health due to the chronic nature of the disease, lack of definitive treatment and associated mental disorders. The aim of this study was to evaluate the effectiveness of group metacognitive therapy on major depression and mental health of patients with MS. Methods: The present study was a quasi-experimental pre test-post test with a control group. Thirty subjects were randomly divided into experimental (n = 15) and control (n = 15) groups with a diagnosis of MS and inclusion criteria among the members of the MS Association by available sampling method. Beck Depression Inventory (BDI-II) and Goldberg Mental Health Questionnaires were completed by subjects before and after treatment. The experimental group was treated as a group with metacognitive approaches for 8 sessions of 90 minutes. Data were analyzed using univariate covariance (ANCOVA) statistical model. Results: The findings showed that between the mean scores of depression (F = 3.53) (P = 0.40) and mental health (F = 48.4) (P = 0.02) pre-test and post-test Experiments of the experimental and control groups showed a significant difference. Conclusion: The results show that group metacognitive therapy is effective in reducing depression and improving the mental health of MS patients. Therefore, using this supportive method can be used as an effective strategy to improve the mental health of MS patients and empower them. Manuscript profile
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  2 - Teacher Professional Ethics: Strategies for increasing the passion for communicating in English classes
  tayebeh fani maryam farzam
  One of the most important components of teacher ethics is the fostering of reasoning, encouraging thinking and enhancing students' skills for achieving independence in learning. In the field of English learning, teachers also need strategies to enhance student communica More

  One of the most important components of teacher ethics is the fostering of reasoning, encouraging thinking and enhancing students' skills for achieving independence in learning. In the field of English learning, teachers also need strategies to enhance student communication skills in order to create meaningful interactions, one of which is to teach learner strategies to learners. The purpose of this quasi-experimental study was to investigate the effect of teaching cognitive and meta-cognitive strategies on the eagerness to communicate with intermediate learners. The participants of this research, including 90 students of the Diako language academy in Tehran who were selected based on the Oxford Oxford test scores, were randomly divided into two experimental and one control groups. The experimental groups received training on cognitive strategies for the first 10 weeks, and other meta-cognitive strategies training, in addition to the usual training of the institute. The training of the control group was based on a predetermined program of the institution without emphasis on language learning strategies. The amount of enthusiasm for communicating participants before and after the training was collected through a questionnaire and analyzed by descriptive statistics and variance analysis and Levine tests. Findings of the research showed that teaching cognitive and metacognitive strategies significantly increased the students' passion for communication. The results of the research also indicated that the methods of teaching cognitive and metacognitive strategies are both equally effective and not superior to each other. The results of this study can provide a platform for the development of teachers' professional ethics on the one hand and the development of communication skills of learners on the other. Manuscript profile
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  3 - The Effect of Metacognition Processing on Brain Regional Activity with Regard to Anxiety and Impulsivity
  Mahnaz Shahgholian Parviz Azadfallah Ali Fathi-Ashtiani
  The aim of study was to examine the brain regional activity based on anxiety and impulsivity during meta-cognitive processing. Six hundred female students in Tarbiat Modares University completed the Meta-cognition Questionnaire, Cognitive Failures Questionnaire and Rev More

  The aim of study was to examine the brain regional activity based on anxiety and impulsivity during meta-cognitive processing. Six hundred female students in Tarbiat Modares University completed the Meta-cognition Questionnaire, Cognitive Failures Questionnaire and Revised Eysenck Personality Questionnaire. According to scores in extraversion and neuroticism dimensions, 4 groups including Anx+, Anx-, Imp+ and Imp- (each group 15 subjects) were selected. EEG was recorded during 4 conditions including rest, performing the Stroop, performing the Wisconsin and performing the Attention Training Technique. The results showed that meta-cognitive processing in Anx- was better than Anx+. Better quality of meta-cognitive processing in Imp- than Imp+ was not shown. Other findings suggested that when meta-cognitive processing, Anx+ was higher than Anx- in the activity of right pre-frontal and frontal of both hemispheres, also Imp+ was higher in the activity of pre-frontal and frontal of both hemispheres than Imp-. In general, this study highlighted the role of executive functions in meta-cognitive processing, discusses the relationship among meta-cognitive processing, anxiety, impulsivity and brain regional activities. Manuscript profile
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  4 - The Modeling between Motivational Strategies and Metacognitive Self- regulation with Peer-assisted Learning in Students
  kazem fathtabar mehrdad hamednia Milad Abedi Ghelich gheshlaghi
  The purpose of present study was identifying the relations between motivational strategies and metacognitive self- regulation with peer-assisted learning among high school students Amol. The statistical population was the 2950 persons of Amol high schools' students in s More

  The purpose of present study was identifying the relations between motivational strategies and metacognitive self- regulation with peer-assisted learning among high school students Amol. The statistical population was the 2950 persons of Amol high schools' students in second ant thirst grade mathematics discourse. Among them selected 333 students as sample according to Cochran formula and multi cluster sampling. The research instrument was the part of Pintrich and et al. questionnaire containing motivational strategies, learning strategies and peer-assisted learning dimension. Data were analyzed with SPSS21and LISREL8.8. revealed that there is relation between the Motivational strategies subscales with peer-assisted learning statistically significance. there is relation between the metacognitive self- regulation subscales with peer-assisted learning statistically significance. A regression analysis revealed that share of value task, internal aim orientation, self- regulation and learning control belif in predicting peer-assisted learning students meaningful. But share of other variables were not significant in predicting peer-assisted learning. The results of path analysis showed that: Learning control belief, internal aim orientation and value task through variable of self- regulation has an indirect effect on peer-assisted learning, but self- regulation has a direct effect on peer-assisted learning students. Manuscript profile
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  5 - The Effect of Self-Regulation on Academic Resiliency with Mediation of Autonomous Motivation
  Maryam Ataii بهرام صالح صدق پور Hasan  Asadzadeh Aboutaleb Seadatee Shamir
  This study was conducted to investigate the relationship between self-regulation and academic resiliency with respected to mediating role of autonomous motivation. The target population of the study comprised Tehran universities under graduate students in the academic y More

  This study was conducted to investigate the relationship between self-regulation and academic resiliency with respected to mediating role of autonomous motivation. The target population of the study comprised Tehran universities under graduate students in the academic year of 1397-1398. The sample consisted of 360 students who were selected by random cluster sampling method. The instruments used in this study were: Academic motivation scale (Vallerand و colleagues, 1989), self-regulation scale (Bufard, 1995) and academic resiliency questionnaire (Martin, 2003). The research method applied to this study was casual modeling. The results revealed that self-regulation had direct effect to predict academic resiliency. Meaning that increase of self-regulation promotes resilience. In addition relationship of academic autonomous motivation is direct and negative which is the result of external motivation. This shows that non-autonomous motivation decreases academic resilience. Furthermore, autonomous motivation mediated the relationship of self-regulation with academic resiliency. Manuscript profile
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  6 - The study of the relationship between, metacognitive believes variables with decision making styles of the managers of Malek Ashtar industrial university.
   
  The aim of the present research was examine of relationship between, metacognitive believes variables with decision making styles of the managers of malek Ashtar industrial university. The statistics population includes all the manager of Malek Ashtar industrial univers More

  The aim of the present research was examine of relationship between, metacognitive believes variables with decision making styles of the managers of malek Ashtar industrial university. The statistics population includes all the manager of Malek Ashtar industrial university, that according to simple random sampling method 88 managers were selected. The instruments of research were: General decision making styles questionary (Scott, Bruce), and metacegnitive believes of Wells. The methods of analysis were: pearson correlation, T test, Anova, regression. The results indicated that: - Demographic variables such as age-education – work experience didn't have any effect on decision making styles except orgazinational degree. The regression analysis showed.: - Spontanious style is predictable on the subtests of negative belief about worry and negative belief about thoughts (the subtests of metacegnitive believes). - Avoidance style is predictable on the subtest of negative belief about worry (The subtest of metacegnitive believes). Manuscript profile
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  7 - The Relationship between Anxiety Sensitivity and Metacognitive Beliefs with Test Anxiety in Student
  sajad taherzade alihasan azizpourian zeynab shakehnia
  The aim of this study was to investigate the relationship between Anxiety sensitivity and Metacognitive beliefs with Test Anxiety among students of Ilam Bakhtar University. The research method in this study is descriptive of correlation. The statistical population of th More

  The aim of this study was to investigate the relationship between Anxiety sensitivity and Metacognitive beliefs with Test Anxiety among students of Ilam Bakhtar University. The research method in this study is descriptive of correlation. The statistical population of this study includes all students of Ilam Bakhtar University that are studying in (1399-1400). Their number is (750). The sample of this study is 256 based on G Power. Students were selected available sampling method. To collect the data, Metacognitive Beliefs Questionnaire (MCQ-30), (Wells & Cartwright-hatton, 2004), Anxiety sensitivity Questionnaire (ASI-R), (Taylor and Cox, 1998) and Test Anxiety Questionnaire (Spilberger, 1980) were used. Pearson correlation coefficient and multivariate regression were used to analyze the data. Findings showed that there is a significant positive relationship between all components of metacognitive beliefs inclouding worry, concerns about uncontrollability and danger,cognitive confidence, need to control thoughts, cognitive self-awareness with test anxiety. Also, There is a significant relationship between anxiety sensitivity and test anxiety in students of Ilam Bakhtar University (r=0.57). Also, the average of regression is significant and the metacognitive beliefs and anxiety sensitivity together can predict 42% of test anxiety. Therefore, it can be conclude that metacognitive beliefs and anxiety sensitivity are important variables in students' test anxiety and the amount of test anxiety increases with increasing anxiety sensitivity and uncontrollability and danger. Manuscript profile
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  8 - Comparative Effectiveness of Meta-Cognitive Therapy (MCT) and Cognitive Behavioral Therapy (CBT) on Decreasing Anxiety and Worry of individuals with Generalized Anxiety Disorder
  mina  Mojtabaei
  The aim of this study was to compare the effectiveness of cognitive behavior therapy (CBT) and metacognitive therapy (MCT) on reducing anxiety and worry in persons with generalized anxiety disorder (GAD). The sample consisted of 25 persons with GAD who were randomly as More

  The aim of this study was to compare the effectiveness of cognitive behavior therapy (CBT) and metacognitive therapy (MCT) on reducing anxiety and worry in persons with generalized anxiety disorder (GAD). The sample consisted of 25 persons with GAD who were randomly assigned to two groups: CBT and MCT. The MCT manual for anxiety has 10 ses-sions and the CBT manual for anxiety has 9 sessions. In this study the participants received 45-60 minutes individual therapy sessions twice per week. They also completed Beck Anxiety Inventory (BAI) and Pennsylvania State Worry Questionnaire (PSWQ) pre-test and post-test. The results indicated that metacognitive therapy was more effective than cognitive behavior the-rapy in decreasing anxiety and worry (P<0.05); However, compared to cognitive behavioral the -rapy, metacognitive therapy, was clinically more effective in reducing worry only. Manuscript profile
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  9 - The mediating role of metacognitive beliefs in the relationship between anxiety sensitivity, responsibility and obsessive-compulsive symptoms
  Morteza Aghaeimazraji Mahmoud  Najafi Mina Shirmohammadali
  The purpose of this research was to determine the mediating role of metacognitive beliefs between anxiety sensitivity, responsibility and obsessive-compulsive symptoms in the general population living in Tehran. The descriptive research method was correlation type (path More

  The purpose of this research was to determine the mediating role of metacognitive beliefs between anxiety sensitivity, responsibility and obsessive-compulsive symptoms in the general population living in Tehran. The descriptive research method was correlation type (path analysis). 300 people from among the general population living in Tehran city were selected through an internet call, according to the entry criteria in the accessible sampling method. The tools used in this research include the Revised Obsession Scale (OCI-R); (Foua et al., 2002), Anxiety Sensitivity Inventory (ASI) (Rice et al., 1986), Responsibility Attitude Scale (RAS); (Salkovskis et al., 2000) and metacognitive beliefs questionnaire (MCQ-30); (Wells, 1997). The data showed that anxiety sensitivity and responsibility have a direct and significant relationship with obsessive-compulsive symptoms, and metacognitive beliefs have a mediating role in the relationship between anxiety sensitivity and responsibility with obsessive-compulsive symptoms, and the indirect effect of metacognitive beliefs in the relationship between anxiety sensitivity, Responsibility and obsessive-compulsive symptoms were significant.In general it can be concluded that anxiety sensitivity and responsibility can cause the emergence and continuation of obsessive-compulsive symptoms by increasing metacognitive beliefs. According to the research results and the mediating role of metacognitive beliefs in relation to obsessive-compulsive symptoms, planning to improve people's education in the field of anxiety sensitivity and responsibility can play an important role in reducing obsessive-compulsive symptoms through metacognitive beliefs. Manuscript profile