INTRODUCTION Whereas the efficacy of cognitive-behavioural therapy has been demonstrated for a variety of mental disorders, there is still need for improvement, especially regarding less prevalent or more severe disorders. Recently, metacognitive interventions have been developed and are now available for a variety of diagnoses. Still, a systematic review investigating the effectiveness of diff...

Metacognition has been defined as cognition about cognition. Metacognition can include beliefs and attitudes about cognitive events such as thoughts, feelings, memories, images, sensations, and perceptions. Cognitive models of addictions have addressed the role of beliefs and attitudes in substance misuse, but the role of metacognition has been neglected. Metacognitive effects (beliefs about th...

Through a survey of several computer-based learning environments and the methods under the title "metacognition", we recognize there are various concepts called "metacognition", and lack of common vocabulary and a system of concepts to represent cognitive and/or metacognitive phenomena. We propose a double-loop model of metacognitive activities as our criterion to distinguish metacognitive acti...

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...

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 ...

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...

We know that metacognitive students are successful in school (Sternberg Instructional Science 26:127–140, 1998). However, despite the recognition of the role of metacognition in student success, limited research has been done to explore teachers’ explicit awareness of their metacognition and their ability to think about, talk about, and write about their thinking (Zohar Teaching and Teacher Edu...

The analysis of Metacognitive skills is a key element to guide the learning process. Current research has shown the initiation of these skills from an early age. The present study had two aims: (1) to validate a Scale Measuring Precursor Metacognitive Skills (SMPMS) in children with diverse disabilities, and (2) to study possible significant different between different disabilities in precursor...

OBJECTIVES This study explores associations between metacognitive beliefs and beliefs about voices in patients with severe auditory verbal hallucinations, and their hypothesized relationship with levels of depression and anxiety. Furthermore, it was hypothesized that metacognitive beliefs are better able to explain differences in levels of depression and anxiety, than beliefs about voices. DE...