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Volume 16, Issue 1 (Spring 2014)
Advances in Cognitive Sciences 2014, 16(1): 39-48 |
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Mousavi E, Alipour A, Zare H, Agah Heris M, Janbozorgi M. Effectiveness Of LEARN Multifaceted Intervention in Modifying Meta-
Cognition and the Meta-Worry Beliefs
. Advances in Cognitive Sciences 2014; 16 (1) :39-48
URL: http://icssjournal.ir/article-1-222-en.html
URL: http://icssjournal.ir/article-1-222-en.html
1- MSc. in Psychology, Tehran Payame Noor University, Tehran,Iran.
2- Professor in Psychology, PhD, Tehran Payame Noor University ,Tehran,Iran.
3- Associated Professor in Psychology, PhD, Tehran Payame Noor University,Tehran,Iran.
4- Assistant Professor in Psychology, PhD, Tehran Payame Noor University,Tehran,Iran.
5- Associated Professor in Psychology, PhD, The Research Institute of Hawzah & University
2- Professor in Psychology, PhD, Tehran Payame Noor University ,Tehran,Iran.
3- Associated Professor in Psychology, PhD, Tehran Payame Noor University,Tehran,Iran.
4- Assistant Professor in Psychology, PhD, Tehran Payame Noor University,Tehran,Iran.
5- Associated Professor in Psychology, PhD, The Research Institute of Hawzah & University
Abstract: (2529 Views)
Introduction: This study was conducted to investigate the effectiveness of LEARN multifaceted intervention in modifying meta-cognition and the meta-worry beliefs among female students of Payam-e-Noor university in Tehran.
Method: Based on the convenient sampling method and defined inclusion-exclusion criteria, 26 participants with high levels of stress (Perceived Stress Scale Score>35.58) were enrolled and randomly assigned into two experimental and control arms. All participants filled out the meta-cognition and meta-worry questionnaires prior to and after LEARN multifaceted intervention (administered to the experimental group).
Results: Data analysis by variance analysis test revealed a significant difference between the two groups with regard to meta-cognition and meta-worry scores (P<0.05).
Conclusion: The LEARN multifaceted intervention which affects the cognitive, behavioral and emotional aspects of the stress cycle, appeared to modify feeding strategies of meta-cognitive beliefs thus improved meta-cognition and the meta-worry beliefs in students with high levels of stress.
Method: Based on the convenient sampling method and defined inclusion-exclusion criteria, 26 participants with high levels of stress (Perceived Stress Scale Score>35.58) were enrolled and randomly assigned into two experimental and control arms. All participants filled out the meta-cognition and meta-worry questionnaires prior to and after LEARN multifaceted intervention (administered to the experimental group).
Results: Data analysis by variance analysis test revealed a significant difference between the two groups with regard to meta-cognition and meta-worry scores (P<0.05).
Conclusion: The LEARN multifaceted intervention which affects the cognitive, behavioral and emotional aspects of the stress cycle, appeared to modify feeding strategies of meta-cognitive beliefs thus improved meta-cognition and the meta-worry beliefs in students with high levels of stress.
Type of Study: Research |
Subject:
Special
Received: 2013/08/16 | Accepted: 2014/01/15 | Published: 2014/04/14
Received: 2013/08/16 | Accepted: 2014/01/15 | Published: 2014/04/14
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