Worry is a common phenomenon in children and adolescents, with some experiencing excessive worries that cause significant distress and interference. The metacognitive model of generalized anxiety disorder (Wells 1995, 2009) was developed to explain cognitive processes associated with pathological worry in adults, particularly the role of positive and negative beliefs about worry. This review ev...

INTRODUCTION The aim of the present study was to explore the basis of the strong feeling of conviction and the high resistance to change characteristic of delusions and to test whether patients with schizophrenia suffering from delusions have specific metacognitive impairments when compared to both patients without delusions and healthy controls. METHODS 14 actively delusional patients with s...

gaining insights into the learners’ individual characteristics such as beliefs about language learning and their relationship with learning strategies is essential for planning effective language instruction. thus, the present study investigated the relationship between beliefs about language learning and learning strategy use in iranian high school students. this study also compared the correl...

Objective: The purpose of the present study was to investigate the association of metacognitive beliefs and perfectionism with test anxiety among students.  Methods: The present study was a cross sectional research. Study population comprised all male and female students of Kermanshah City. A total of 440 students (200 males and 240 females, aged 17-18 years) in the third or fourth grade ...

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...