Ethics code: IR.QUMS.REC.1402.364
1- Imam Khomeini mInternational University, Qazvin, Iran
Abstract: (36 Views)
Background and Objective
This research investigates the relationship between metacognitive beliefs and psychological well-being among college students, emphasizing the mediating role of emotion regulation. College students, as future leaders, face various stressors that may impact their mental health, influencing their academic performance and personal lives negatively. Psychological well-being, a key mental health indicator, includes self-acceptance, autonomy, purpose in life, environmental mastery, and personal growth. Metacognitive beliefs, which involve knowledge about one's cognitive processes, play a crucial role in psychological well-being. They can influence mental health by affecting cognitive reactions and processing. Previous research indicates that modifying metacognitive beliefs can enhance psychological well-being. However, there is a research gap in understanding the connection between metacognitive beliefs and psychological well-being in students, especially considering the mediating role of emotion regulation. Emotion regulation, which involves managing and modifying emotional responses, is essential for maintaining psychological well-being. This study aims to address this gap by examining how metacognitive beliefs, mediated by emotion regulation, affect the psychological well-being of students.
Methods
The research follows a descriptive-correlational design using structural equation modeling (SEM) to analyze the relationships between variables. The population includes all students at Imam Khomeini International University during the academic year 1401-1402, with a sample size of 283 students selected through multi-stage cluster sampling. Three paper-based questionnaires were used:
Results
The study included 283 students (56.9% female, 43.1% male), with 92.5% undergraduate, 5.7% graduate, and 1.8% doctoral students. Descriptive statistics and Pearson correlation coefficients were calculated for all variables. Significant positive correlations were found between psychological well-being and metacognitive beliefs (r=0.37, p<0.05), psychological well-being and emotion regulation (r=0.55, p<0.01), and metacognitive beliefs and emotion regulation (r=0.67, p<0.01). SEM results indicated that the proposed model fit the data well, with indices such as RMSEA = 0.07, CFI = 0.93, and GFI = 0.94.
Direct effects of metacognitive beliefs on psychological well-being (β=0.337, p<0.001) and emotion regulation on psychological well-being (β=0.556, p<0.001) were significant. The Sobel test confirmed the mediating effect of emotion regulation on the relationship between metacognitive beliefs and psychological well-being (z=5.833, p<0.001).
Conclusion
The findings confirm that metacognitive beliefs significantly impact the psychological well-being of students, mediated by emotion regulation. This relationship highlights the importance of addressing metacognitive beliefs and emotion regulation strategies to enhance students' mental health. The conceptual model developed provides a robust framework for understanding and improving psychological well-being in educational settings.
This research investigates the relationship between metacognitive beliefs and psychological well-being among college students, emphasizing the mediating role of emotion regulation. College students, as future leaders, face various stressors that may impact their mental health, influencing their academic performance and personal lives negatively. Psychological well-being, a key mental health indicator, includes self-acceptance, autonomy, purpose in life, environmental mastery, and personal growth. Metacognitive beliefs, which involve knowledge about one's cognitive processes, play a crucial role in psychological well-being. They can influence mental health by affecting cognitive reactions and processing. Previous research indicates that modifying metacognitive beliefs can enhance psychological well-being. However, there is a research gap in understanding the connection between metacognitive beliefs and psychological well-being in students, especially considering the mediating role of emotion regulation. Emotion regulation, which involves managing and modifying emotional responses, is essential for maintaining psychological well-being. This study aims to address this gap by examining how metacognitive beliefs, mediated by emotion regulation, affect the psychological well-being of students.
Methods
The research follows a descriptive-correlational design using structural equation modeling (SEM) to analyze the relationships between variables. The population includes all students at Imam Khomeini International University during the academic year 1401-1402, with a sample size of 283 students selected through multi-stage cluster sampling. Three paper-based questionnaires were used:
- Ryff's Psychological Well-being Scales (1989): This 18-item scale measures six dimensions of psychological well-being. Reliability coefficients range from 70% to 93%.
- Wells' Metacognitive Beliefs Questionnaire (2004): This 30-item questionnaire assesses five subscales of metacognitive beliefs. Reliability coefficients reported are 78% to 93%.
- Gross' Emotion Regulation Questionnaire (2003): This 10-item scale measures two strategies: reappraisal and suppression. Reliability coefficients are 73% and 79%.
Results
The study included 283 students (56.9% female, 43.1% male), with 92.5% undergraduate, 5.7% graduate, and 1.8% doctoral students. Descriptive statistics and Pearson correlation coefficients were calculated for all variables. Significant positive correlations were found between psychological well-being and metacognitive beliefs (r=0.37, p<0.05), psychological well-being and emotion regulation (r=0.55, p<0.01), and metacognitive beliefs and emotion regulation (r=0.67, p<0.01). SEM results indicated that the proposed model fit the data well, with indices such as RMSEA = 0.07, CFI = 0.93, and GFI = 0.94.
Direct effects of metacognitive beliefs on psychological well-being (β=0.337, p<0.001) and emotion regulation on psychological well-being (β=0.556, p<0.001) were significant. The Sobel test confirmed the mediating effect of emotion regulation on the relationship between metacognitive beliefs and psychological well-being (z=5.833, p<0.001).
Conclusion
The findings confirm that metacognitive beliefs significantly impact the psychological well-being of students, mediated by emotion regulation. This relationship highlights the importance of addressing metacognitive beliefs and emotion regulation strategies to enhance students' mental health. The conceptual model developed provides a robust framework for understanding and improving psychological well-being in educational settings.
Type of Study: Original Research Article |
Subject:
Psychology
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