Volume 3, Issue 3 (September 2021)
IEEPJ 2021, 3(3): 256-267 |
Back to browse issues page
1- Department of Educayional Psychology, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran
2- Department of Psychology, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran , mbarzegar55@gmail.com
3- Department of Psychology, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran
2- Department of Psychology, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran , mbarzegar55@gmail.com
3- Department of Psychology, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran
Abstract: (3146 Views)
The aim of this study was 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 was a correlational method. The statistical population was male and female high school students in Shiraz in the academic year of 2019. In this study, 253 students (131 girls and 122 boys) were 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 exhibited that positive metacognitive beliefs and negative metacognitive beliefs predicted the strategy of maladaptive emotion regulation. Furthermore, Negative metacognitive beliefs predicted adaptive emotion regulation and maladaptive emotion regulation strategies predicted learning anxiety. Correspondingly, the results of the structural equation analysis modeling indicated that the maladaptive emotion regulation mediated the relationship between the metacognitive beliefs and learning anxiety.
Keywords: Cognitive emotion regulation strategies, meta-cognitive beliefs, learning anxiety, high school students
Type of Study: Original |
Subject:
Educational Psychology
Received: 2021/03/27 | Accepted: 2021/06/22 | Published: 2021/09/1
Received: 2021/03/27 | Accepted: 2021/06/22 | Published: 2021/09/1
References
1. Bahrami, M., Vahedi, S., Adib, Y., & Badri Gargari, R. (2020). Effectiveness of parent management training (pmt) on reducing bullying and improving cognitive emotion regulation in students. Quarterly journal of child mental health, 7(1), 155-167. [DOI:10.29252/jcmh.7.1.14]
2. Braunstein, L. M., Gross, J. J., & Ochsner, K. N. (2017). Explicit and implicit emotion regulation: a multi-level framework. Social cognitive and affective neuroscience, 12(10), 1545-1557. [DOI:10.1093/scan/nsx096]
3. Caselli, G., Offredi, A., Martino, F., Varalli, D., Ruggiero, G. M., Sassaroli, S., . . . Wells, A. (2017). Metacognitive beliefs and rumination as predictors of anger: A prospective study. Aggressive behavior, 43(5), 421-429. [DOI:10.1002/ab.21699]
4. Etminan, F. A., HajiAlizadeh, K., & Samavi, A. (2020). Psychometric Properties of Emotional Self-Efficacy Questionnaire: Relationships between Emotional Self-Efficacy and Risky Sexual Behaviors. Iranian Evolutionary and Educational Psychology, 2(4), 309-315. doi:10.52547/ieepj.2.4.309 [DOI:10.52547/ieepj.2.4.309]
5. Garnefski, N., Hossain, S., & Kraaij, V. (2017). Relationships between maladaptive cognitive emotion regulation strategies and psychopathology in adolescents from Bangladesh. Archives of Depression and Anxiety, 3(2), 23-29. [DOI:10.17352/2455-5460.000019]
6. Garnefski, N., & Kraaij, V. (2007). The cognitive emotion regulation questionnaire. European Journal of Psychological Assessment, 23(3), 141-149. [DOI:10.1027/1015-5759.23.3.141]
7. Ghasemi Jobaneh, R., Mousavi, S. V., Zanipoor, A., & Hoseini Seddigh, M. A. (2016). The relationship between mindfulness and emotion regulation with academic procrastination of students. EDUCATIONAL STRATEGIES, 9(2), 134-141.
8. Ghribnavaz, S., Nouri, R., & Moghadasin, M. (2018). Relationship between Metacognition believes and Exam Anxiety: Mediating role of Cognitive Emotion Regulation. Journal of Cognitive Psychology, 5(4), 1-10.
9. Gross, J. J. (1999). Emotion regulation: Past, present, future. Cognition & emotion, 13(5), 551-573. [DOI:10.1080/026999399379186]
10. Gross, J. J. (2015). Emotion regulation: Current status and future prospects. Psychological Inquiry, 26(1), 1-26. [DOI:10.1080/1047840X.2014.940781]
11. Haghshenas, Z., Nouri, R., Moradi, A., & Sarami, G. (2014). Evaluation of Coping Styles, Metacognition and its Relationship with Test Anxiety in Tehran Teacher Training University. Journal of Mazandaran University of Medical Sciences, 23(1), 145-155.
12. He, D. (2018). Foreign language learning anxiety in China: Theories and applications in English language teaching: Springer. [DOI:10.1007/978-981-10-7662-6]
13. Heidarei, a., Ahtasham zadh, p., & Hallajanie, f. (2009). The relationship of emotional regulation, meta cognitive and optimism with test anxiety of complementary education of university students. JOURNAL OF SOCIAL PSYCHOLOGY (NEW FINDINGS IN PSYCHOLOGY), 3(11), 6-19.
14. Hutton, P., Morrison, A. P., Wardle, M., & Wells, A. (2014). Metacognitive therapy in treatment-resistant psychosis: a multiple-baseline study. Behavioural and cognitive psychotherapy, 42(2), 166-185. [DOI:10.1017/S1352465812001026]
15. Kdivar, P., Farzad, V., Kavousian, J., & Nikdel, F. (2010). A study on factorial validity and reliability of pekrun's achievement emotion questionnaire. JOURNAL OF EDUCATIONAL INNOVATIONS, 8(32), 7-38.
16. Khanzadeh, M., Saeidian, M., Hosseinchari, M., & Idrisi, F. (2012). Factor Structure and Psychometric Properties of Scale of Difficulty in Emotional Regulation. Behavioral Sciences, 6(1), 24-33.
17. Leahy, R. L., Wupperman, P., Edwards, E., Shivaji, S., & Molina, N. (2019). Metacognition and emotional schemas: Effects on depression and anxiety. International Journal of Cognitive Therapy, 12(1), 25-37. [DOI:10.1007/s41811-018-0035-8]
18. Liu, C., He, J., Ding, C., Fan, X., Hwang, G.-J., & Zhang, Y. (2021). Self-oriented learning perfectionism and English learning burnout among EFL learners using mobile applications: The mediating roles of English learning anxiety and grit. Learning and individual Differences, 88, 102011. [DOI:10.1016/j.lindif.2021.102011]
19. Liu, J., Subramaniam, M., Chong, S. A., & Mahendran, R. (2020). Maladaptive cognitive emotion regulation strategies and positive symptoms in schizophrenia spectrum disorders: The mediating role of global emotion dysregulation. Clinical Psychology & Psychotherapy, 27(6), 826-836. [DOI:10.1002/cpp.2466]
20. Løvaas, M. E. S., Sund, A. M., Patras, J., Martinsen, K., Hjemdal, O., Neumer, S.-P., . . . Reinfjell, T. (2018). Emotion regulation and its relation to symptoms of anxiety and depression in children aged 8-12 years: does parental gender play a differentiating role? BMC psychology, 6(1), 1-11. [DOI:10.1186/s40359-018-0255-y]
21. Manser, R., Cooper, M., & Trefusis, J. (2012). Beliefs about emotions as a metacognitive construct: Initial development of a self‐report questionnaire measure and preliminary investigation in relation to emotion regulation. Clinical Psychology & Psychotherapy, 19(3), 235-246. [DOI:10.1002/cpp.745]
22. Moradizadeh, y., nouri ghasmabadi, r., & hasani, j. (2017). The role of metacognitive beliefs and thought control strategies in test anxiety. Journal of Cognitive Psychology, 4(4), 21-30.
23. Namani, E., & Nemati Shahri, S. (2018). Mediating role hardiness in relation early maladaptive schemas with cognitive emotion regulation in women freed from substance use disorder. JOURNAL OF SABZEVAR UNIVERSITY OF MEDICAL SCIENCES, 25(3 ), 317-326.
24. Ochsner, K. N., & Gross, J. J. (2008). Cognitive emotion regulation: Insights from social cognitive and affective neuroscience. Current directions in psychological science, 17(2), 153-158. [DOI:10.1111/j.1467-8721.2008.00566.x]
25. Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students' self-regulated learning and achievement: A program of qualitative and quantitative research. Educational psychologist, 37(2), 91-105. [DOI:10.1207/S15326985EP3702_4]
26. Seibert, G. S., Bauer, K. N., May, R. W., & Fincham, F. D. (2017). Emotion regulation and academic underperformance: The role of school burnout. Learning and individual Differences, 60, 1-9. [DOI:10.1016/j.lindif.2017.10.001]
27. Sirota, N. A., Moskovchenko, D. V., Yaltonsky, V. M., & Yaltonskaya, A. V. (2018). The role of emotional schemas in anxiety and depression among russian medical students. Psychology in Russia: state of the art, 11(4). [DOI:10.11621/pir.2018.0409]
28. Spada, M. M., Nikčević, A. V., Moneta, G. B., & Wells, A. (2008). Metacognition, perceived stress, and negative emotion. Personality and Individual Differences, 44(5), 1172-1181. [DOI:10.1016/j.paid.2007.11.010]
29. Spielberger, C. D. (2010). State‐Trait anxiety inventory. The Corsini encyclopedia of psychology, 1-1. [DOI:10.1002/9780470479216.corpsy0943]
30. Trógolo, M., & Medrano, L. A. (2012). Personality traits, difficulties in emotion regulation and academic satisfaction in a sample of argentine college students. International journal of psychological research, 5(2), 30-39. [DOI:10.21500/20112084.734]
31. Wells, A. (2008). Metacognitive therapy: Cognition applied to regulating cognition. Behavioural and cognitive psychotherapy, 36(6), 651-658. [DOI:10.1017/S1352465808004803]
32. Wells, A., & Cartwright-Hatton, S. (2004). A short form of the metacognitions questionnaire: properties of the MCQ-30. Behaviour research and therapy, 42(4), 385-396. [DOI:10.1016/S0005-7967(03)00147-5]
33. Welsh, P., Cartwright‐Hatton, S., Wells, A., Snow, L., & Tiffin, P. A. (2014). Metacognitive beliefs in adolescents with an at‐risk mental state for psychosis. Early intervention in psychiatry, 8(1), 82-86. [DOI:10.1111/eip.12052]
34. Westermann, S., Boden, M. T., Gross, J. J., & Lincoln, T. M. (2013). Maladaptive cognitive emotion regulation prospectively predicts subclinical paranoia. Cognitive therapy and research, 37(4), 881-885. [DOI:10.1007/s10608-013-9523-6]
35. Yousefi, R., Jangi Aghdam, H., Seyvanizadeh, M., & Adhamian, E. (2008). A comparison of metacognition in patients with schizophrenia, anxiety disorder, and non-patient control. ADVANCES IN COGNITIVE SCIENCE, 10(2 (38)), 1-8.
36. Zivcic-Becirevic, I., Guretic, J., & Miljevic, M. (2009). The role of metacognitive beliefs, automatic thoughts during learning and attribution of success in students, test anxiety and academic achievement. The journal of social science, 18(1), 119-136.
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |