AU - Mousavi, Elham AU - Alipour, Ahmad AU - Zare, Hossein AU - Agah Heris, Mojgan AU - Janbozorgi, Masoud TI - Effectiveness Of LEARN Multifaceted Intervention in Modifying Meta- Cognition and the Meta-Worry Beliefs PT - JOURNAL ARTICLE TA - icss JN - icss VO - 16 VI - 1 IP - 1 4099 - http://icssjournal.ir/article-1-222-en.html 4100 - http://icssjournal.ir/article-1-222-en.pdf SO - icss 1 ABĀ  - 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. CP - IRAN IN - LG - eng PB - icss PG - 39 PT - Research YR - 2014