objective: metacognitions are vulnerability factors in predicting development of psychological disorders especially generalized anxiety disorder (gad) and dysthymia, which are highly comorbid. many studies have shown that gad and dysthymia have similar underlying metacognitive factors but the results are contradictory. the aim of present research was to test this hypothesis by using new instrum...

Research has suggested that the high levels of depression and anxiety observed in Parkinson's disease are a primary consequence of its pathophysiology. This study aimed to test the hypothesis that a psychological factor, metacognitive style, is significantly associated with distress, independent of previously identified disease-related risk factors. Distress, metacognitive style and disease fac...

This article describes the development of a questionnaire on metacognitive beliefs about procrastination. In Study 1 we performed a principal axis factor analysis that suggested a twofactor solution for the data obtained from the preliminary questionnaire. The factors identified were named positive and negative metacognitive beliefs about procrastination. The factor analysis reduced the questio...

OBJECTIVE This study tested the relationship between metacognitive factors, intolerance of uncertainty, anxiety, and the predictability of, and distress associated with, acute fluctuations in symptoms in idiopathic Parkinson's disease (PD), when controlling for disease parameters. METHOD 106 adults with idiopathic PD (30 females; Mage=65.3; 90% white) participated in this study, with 93 of th...

Predicting Student Performance in Verbal Math Problems Based on Cognitive, Metacognitive, and Affective Factors F. Karimi, Ph.D. A.R. Moraadi, Ph.D. P. Kadivar, Ph.D. R. Kormi Noori, Ph.D. To determine the predictive role of metacognitive, cognitive, and affective factors in solving verbal math problems, a cluster sample of 450 junior high school  students was given ...

Several computer-based learning support systems and methods help learners to master metacognitive activity. Which systems and methods are designed to eliminate which difficulties associated with the learning of metacognitive activity through its clear specification? We adopt a method in our research that supports learning by eliminating salient difficulties. We believe that it is possible to el...

Successful learning from text takes place when the cognitive demands of the learning task – i.e. the comprehension and retention of text material – and the metacognitive demands of the learning task – i.e. the accurate assessment of one’s own learning process—are met. The present study was designed to investigate text titles – a factor known to affect cognitive learning processesas well as the ...