OBJECTIVE The Metacognitions Questionnaire 30 assesses metacognitive beliefs and processes which are central to the metacognitive model of emotional disorder. As recent studies have begun to explore the utility of this model for understanding emotional distress after cancer diagnosis, it is important also to assess the validity of the Metacognitions Questionnaire 30 for use in cancer population...

Abstract The positive-negative axis of emotional valence has long been recognized as fundamental to adaptive behavior, but its origin and underlying function have largely eluded formal theorizing computational modeling. Using deep active inference, a hierarchical inference scheme that rests on inverting model how sensory data are generated, we develop principled Bayesian valence. This formulati...

The outbreak of the coronavirus and its ramifications, including lockdown shutting down many learning centers magnified necessity turning to virtual learning, has given rise concerns about students’ their reaction new teaching methods challenges they entail. present study attempts examine link between metacognitive beliefs behaviors that prevent health-oriented lifestyles through academic self-...

Recently, how to support development of a learner’s metacognitive skill is one of the most important topics in the research area of educational support systems. However, it is difficult for the researchers in the area to share research findings and reuse them each other, because there is a lack of common vocabulary to represent metacognitive phenomena and shared understandings of them. It cause...

A recent study found that, across individuals, gray matter volume in the frontal polar region was correlated with visual metacognition capacity (i.e., how well one's confidence ratings distinguish between correct and incorrect judgments). A question arises as to whether the putative metacognitive mechanisms in this region are also used in other metacognitive tasks involving, for example, memory...

This study investigated the development of group metacognition by three small groups of middle-grade primary school students engaged in the collaborative construction of computer-based mathematical models. The three groups of students were part of a cohort of 30 Grade 4-5 students engaged in the construction of mathematical models within the context of a computer-supported collaborative learnin...

Research indicates that individuals with schizophrenia recover. Recovery, however means different things to different individuals and regardless of what kind of experiences define recovery, the individual diagnosed with the serious mental illness must feel ownership of their recovery. This raises the issue of how mental health services should systematically promote recovery. This paper explores...

Metacognition has been shown to be important in the learning process of students. However, teacher awareness and understanding metacognition seems limited. In this study, we use an interpretivist approach explore how secondary teachers facilitated perceived after participating professional development on metacognitive strategies. First, present themes that emerged from in-depth interviews for p...

Kentridge and Heywood (this issue) extend the concept of metacognition to include unconscious processes. We acknowledge the possible contribution of unconscious processes, but favor a central role of awareness in metacognition. We welcome Shimamura's (this issue) extension of the concept of metacognitive regulation to include aspects of working memory, and its relation to executive attention. C...