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Showing 2 results for Meta-Cognitive

J Ashoori,
Volume 3, Issue 2 (7-2015)
Abstract

Introduction: Generalized anxiety disorder (GAD) and depression are common among patients with type II diabetes. Type II diabetes is one of the most common chronic conditions, causing various limitations for the patients. Therefore, meta-cognitive therapy can be applied to reduce GAD and depression among these patients. This study aimed to investigate the effects of meta-cognitive therapy on reducing GAD and depression among patients with type II diabetes, referring to healthcare centers of Qarchak, Iran.

Methodology: In this quasi-experimental study, a pre-test, post-test, control-group design was applied. The study population consisted of patients with type II diabetes, referring to healthcare centers of Qarchak in 2015. Overall, 30 patients were selected via simple random sampling and were assigned to experimental and control groups (n=15 per group). The experimental group received 10 sessions of training via meta-cognitive therapy, while the control group did not receive any treatments. The groups completed the Generalized Anxiety Questionnaire (GAQ) and Depression Questionnaire (DQ) for pre-test and post-test assessments. For data analysis, multivariate analysis of covariance (MANCOVA) was performed, using SPSS version 19.

Results: The findings showed a significant difference between the experimental and control groups. In other words, meta-cognitive therapy led to a significant decline in GAD and depression among patients with type II diabetes (P<0.01).

Conclusion: The results of this study showed that meta-cognitive therapy could reduce GAD and depression among patients with type II diabetes. Therefore, counselors, clinical psychologists and therapists can apply meta-cognitive therapy as a means to decrease GAD and depression among these patients.


Somayeh Nakhaei, Hamid Reza Shahreki Mojahed, Khaled Badpa,
Volume 10, Issue 3 (8-2022)
Abstract

Introduction: Students’ academic interest as a psychosocial indicator and variable has a positive role to play in education and learning. Therefore, it can significantly affect the output of educational organizations. In this regard, a strong relationship is observed between academic interest and job satisfaction. Consequently, the present study aimed to propose a model of students’ academic interest influenced by teachers’ demographic characteristics with the mediating role of learning strategies among diabetic students.
Methods: The statistical population included male and female diabetic high school students aged 14-17 years in Zabol, Iran, in the 2021-22 academic year. Out of this population, 89 students were selected as the sample using the census method. The data collection tools included the Motivated Strategies for Learning Questionnaire by Pintrich and de Groot (1990), Holland Code Test, and a researcher-made form to assess the teachers’ demographic information. Data analysis was performed using Structural Equation Modeling in Smart PLS2.
Results: Based on the results, teachers’ age and experience had positive effects on academic interest. In this regard, the age of teachers had an impact factor of 5.670 with the mediating role of learning. Therefore, learning strategies strengthened the positive effects of teachers’ ages on students’ academic interests.
Conclusion: As evidenced by the results of this study, improving learning strategies and making plans to achieve this goal can significantly influence students’ thinking patterns and interests by focusing on teacher empowerment.
 

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