The present study examined the relative effects of mindful acceptance and reappraisal onmetacognitive attitudes and beliefs in relation to rumination and negative experiences. A small but growing literature has compared the effects of these strategies on immediate emotional experience, but little work has examined the broader, metacognitive impact of these strategies, such as maladaptive belief...

Objective: This research aimed to study the relationship between scrupulosity and obsessivecompulsive symptoms as well as obsessive-compulsive-related cognitive styles (obsessive beliefs and thought-action fusion).  Methods: This was a correlational study. The study population included all individuals who referred to counseling centers of Tehran from August to December 2010 and diagnosed wit...

The Self-Regulatory Executive Function model [S-REF; Wells, A., & Matthews, G. (1996). Modelling cognition in emotional disorder: the S-REF model. Behaviour Research and Therapy, 34, 881-888] proposes that metacognitive beliefs, inflexible self-focused attention, and perseverative thinking (rumination and worry) play an important role in maintaining emotional dysfunction. Attention training [AT...

The present study aims to examine the correlation of body dysmorphic disorder, with metacognitive subscales, metaworry and thought-fusion. The study was conducted in a correlation framework. Sample included 155 high school students in Isfahan, Iran in 2013-2014, gathered through convenience sampling. To gather data about BDD, Yale-Brown Obsessive Compulsive Scale Modified for BDD was applied. T...

A model of situation assessment is proposed that integrates processes of recognition and metacognition. The model consists of memory structures that represent what is believed, value/action structures that represent the values placed on those beliefs, and metacognitive processes used to test, critique, and correct situation comprehension. Training implications are derived from the model, and an...

Background: Philosophy for children (P4C) is a wonderful way of bringing teachers and children together to discuss crucial topics. It has many benefits for both groups. This study aimed to evaluate the teaching process-approach of P4C on students’ metacognitive and irrational beliefs by using an experimental design with the pretest-posttest and control group. Methods: The statistical populatio...

Cognitive theories of obsessive-compulsive disorder (OCD) posit that maladaptive beliefs lead to the development of symptoms. However, psychometric studies have provided mixed evidence regarding whether beliefs about control over thoughts predict OCD symptoms above and beyond other obsessive beliefs. Clinical reports have documented concerns among those diagnosed with OCD regarding a potential ...

BACKGROUND Over the last twenty years metacognitive theory has provided a novel framework, in the form of the Self-Regulatory Executive Function (S-REF) model, for conceptualizing psychological distress (Wells & Matthews, 1994, 1996). The S-REF model proposes that psychological distress persists because of unhelpful coping styles (e.g. extended thinking and thought suppression) which are activa...

Pintrich & De Groot, 1990). Motivational components include students' perceptions of the classroom environment as well as their self-related beliefs such as personal goals, self-efficacy, interest, and value beliefs. Cognitive components include students' content knowledge as well as various cognitive learning strategies such as rehearsal, elaboration, and organization, and metacognitive strate...