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The relationship between metacognitive beliefs and the level of personal-social adjustment and happiness of teenagers

Number of pages: 119 File Format: word File Code: 30181
Year: 2016 University Degree: Master's degree Category: Psychology
Tags/Keywords: happiness - Individual compatibility - Metacognitive beliefs - Social adjustment - teenagers
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  • Summary of The relationship between metacognitive beliefs and the level of personal-social adjustment and happiness of teenagers

    Dissertation for Master's Degree in General Psychology

    Abstract

    Research evidence shows that metacognitive beliefs have significant effects on all psychological aspects of human life. Individual-social compatibility and happiness are two important aspects of teenagers' lives that can have a direct impact on their metacognitive beliefs. For this purpose, the present study was conducted with the aim of investigating the relationship between metacognitive beliefs and individual-social adjustment and happiness of teenagers who are studying in high schools of the 2nd district of Rasht city. The sample of this research is 338 people (169 boys and 169 girls) were selected as a cluster from these schools. The tools of this research are metacognition questionnaire (MCQ-30) with 30 options, California psychological questionnaire (CPI) with 180 questions and Oxford happiness questionnaire with 29 items. The research design is descriptive and correlational. For data analysis, in addition to descriptive statistics such as mean and standard deviation, simple correlation analysis and advanced focal correlation statistical analysis were used. The results of the focal correlation analysis show that the focal correlation value of metacognitive beliefs and individual-social adjustment and happiness of teenagers is statistically significant (p<0.01). In other words, the predictor variable (metacognitive beliefs) has been able to explain 18% of the variance of the individual-social adjustment and happiness variables of teenagers.

    Key words: metacognitive beliefs, individual-social adjustment, happiness, teenagers.

    Introduction:

    Today, with the problems that exist in societies, study and research in the field Adaptability and happiness of people is of great importance to improve their lives, and therefore one of the important solutions in this field is to deal with their metacognitive beliefs.

    Metacognitive beliefs are one of the important factors in the development and continuation of psychological disorders. Metacognitive beliefs play an effective role in emotional processing such as happiness and adaptation and reactions related to injury through the impact of knowledge and metacognitive beliefs on changing beliefs as well as the interpretation and interpretation of specific signs of happiness and adaptation, (Cartwright-Houghton and Wells[1], 1997, quoted by Vaziri and Mousavinik, 1387) .

    Costa [2] (1984) believes that if you can become aware of the existence of an internal dialogue about your mental processes and if you can know the decision-making and problem-solving processes, you have experienced metacognition. In general, metacognition includes one's awareness of what one knows and does not know, (Rafuth[3] et al., 1993, translated by Kharazi, 1375).

    According to the definitions that were presented, it can be said that metacognition is the set of knowledge and processes that make one's cognitive discoveries. They monitor, direct and control and actually manage cognitive activities. To better understand metacognition, it is necessary to compare it with cognition. By comparing cognition and metacognition with each other, we come to the conclusion that cognition is used to describe the methods through which information is processed or meaningful (Wolfs[4] et al., 1995; quoted by Salarifar, 1375).

    King Diner[5] (2005) believe that happy people are more successful than unhappy people in multiple areas of life such as marriage, income, job performance and health. According to Wayne Hoven (1993), happiness stimulates individual activity and facilitates social and political relations. It has also been found that happy people feel more secure, make decisions more easily, have a more collaborative spirit, and are more satisfied with those they live with (Myers[7], 2000).Happy people also have higher self-esteem, stronger friendships, and more meaningful religious beliefs (Myers, 1996, quoted by Qumrani, 2009).

    Compatibility with the environment is the most important purpose and goal of all activities of the organism. As Butler[8] states, in all our lives, every day and every hour, we are eager to adapt the transformed and untransformed self to the transformed and untransformed environment. In fact, living is nothing but an act of adaptation (Hashemian, 2007). Basically, an adapted person is a person who establishes healthy and correct relationships between himself and his material and social environment, the result of which is the establishment of emotional stability for himself (Shaarinejad, 1380).

    Nowadays, many studies are conducted in the field of cognitive beliefs, individual-social compatibility and other communication and social skills of people, as well as people's emotions such as happiness. But in the meantime, it is less seen that the relationship between metacognitive beliefs and individual-social adjustment and happiness of teenagers is investigated.  In this research, we try to find a relationship between the variables of metacognitive beliefs and individual-social adaptation and happiness of teenagers, so that we can help teenagers in the field of better adaptation and happiness by choosing the correct metacognitive beliefs. Cognitive[9] and the science of cognition is metacognition. This concept was first used by Flavel[10] (1979), which is said to be the ability of humans to control their cognitive system and monitor it. A person is aware of his ability as an information processor and knows what obstacles and limitations he has to achieve a cognitive goal and how and with what measures to face the limitations (Rafuth et al., 1993, translated by Kharazi, 1375). According to them, metacognition is a mental operation performed on a mental operation, while cognition is a mental operation performed on a content. According to them, what is called metacognition is the mental operation of the second level. That is, a learner chooses those mental operations that are applied to a specific subject and directs them. In this framework, metacognition is a special case of cognition in which mental operations are not performed on an external factor, but on the mental phenomena of the individual that are located in his cognitive structure (Wolfs et al., 1995; quoted by Salarifar, 2015).

    The relationship between metacognitive and pathological beliefs about the uncontrollability of risk and lack of cognitive certainty and the existence of similar levels of such beliefs in other disorders. has been confirmed, (Cartwright-Houghton and Wells, 1997, quoted by Waziri and Mousavinik, 2017).

    During recent years, the experimental study of happiness by psychologists and sociologists has increased, (Vin Hoven, 1997) and psychologists interested in the field of positive psychology pay attention to the potential sources of positive emotions such as happiness. have diverted (Seligman, Chiksant and Mihaly[11], 2000; Cohen and Pressman[12], 2005; quoted by Mirzai, 1389) .

    According to many theories of emotion, happiness is one of the six big emotions namely surprise, fear, anger, happiness, hatred and worry. Eysenck[13] (1945), considered happiness as an attribute that has three criteria of time stability, similarity between situation and internal causality. Also, happiness is considered dependent on the frequency and degree of positive emotions or the pleasure of high levels of satisfaction throughout life and the absence of negative emotions such as depression and anxiety (Hadinejad and Zarei, 2017). They enable him to learn to interact with his environment.

  • Contents & References of The relationship between metacognitive beliefs and the level of personal-social adjustment and happiness of teenagers

    List:

     

    Table of Contents

    Title                                                                                                                                                                                                                               .     1

    Chapter One: General.     2

               1-Introduction.     3

               2-Statement of the problem.     5

               3- Necessity and conducting research.     7

               4-Research objectives.     8

               5-Research hypotheses.     9

               6- Research variables.     9

               7-Definitions of words.     10

    The second chapter: Literature and research background.    13

              1- Metacognition.    14

             1-1- Components of metacognition.    15

             1-1-1-metacognitive knowledge.   16

             1-1-2-metacognitive experience.   20

    2-Happiness.   21

             2-1- The concept of happiness.  23

             2-2-The importance of happiness.   28

              2-3- Approaches to happiness.   29

              2-4-Variables affecting happiness.  35

              5-2- The role of happiness in human evolution.  45

              6-2- Neuropsychology of happiness.  46

              2-7-Strategies to increase happiness.   47

             3-Compatibility.   47

             3-1- Social compatibility.   49

              3-2- Individual compatibility.   52

             3-3-theoretical view about compatibility and incompatibility.   52

             4-Research literature.   55

             4-1-Internal research findings.   55

             4-2- Foreign research findings.   59

    Chapter 3: Research implementation method.  64

             1- Research method.   65

              2- Statistical population, sampling method and sample size.  65

              3-Measuring tools.  65

             4- Data collection method.  67

              5-Method of information analysis.  67

    Chapter four: Analysis of findings.  68

             Analysis.  69

    The fifth chapter: discussion and conclusion.  75

             Discussion and conclusion.   76

             Research proposals.   82

              Practical suggestions.   83

              Research limitations.   84

             Resources.   85

    Appendixes.  94

             Metacognition Questionnaire.  94

             Questionnaire of personal-social adaptation. 96

             Happiness questionnaire. 102

             Data. 104

             English abstract. 113

    Source:

    Sources

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The relationship between metacognitive beliefs and the level of personal-social adjustment and happiness of teenagers
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