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Volume 15 - Articles-1404                   MEJDS (2025) 15: 128 | Back to browse issues page

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Zahedi Nasab M J, Keshavarz S, Shiri E. The Relationship Between Metacognitive Beliefs and Psychological Well-being With the Mediating Role of Emotion Regulation in University Students. MEJDS 2025; 15 (0) :128-128
URL: http://jdisabilstud.org/article-1-3428-en.html
The Relationship Between Metacognitive Beliefs and Psychological Well-being With the Mediating Role of Emotion Regulation in University Students
Mohammad Javad Zahedi Nasab1 , Somaye Keshavarz *2 , Esmaeil Shiri2
1- MSc in General Psychology, Imam Khomeini International University, Qazvin, Iran
2- Assistant Professor, Department of Psychology, Faculty of Social Sciences, Imam Khomeini International University, Qazvin, Iran
Abstract:   (1078 Views)

Abstract
Background & Objectives: College students are considered the future builders of the country. In addition to possessing physical and mental well-being, they play a crucial role in ensuring and promoting the health of society. However, due to academic, social, and economic pressures, this group may face psychological challenges that can negatively affect their academic performance and personal lives. Psychological well-being is recognized as one of the key indicators of mental health. Psychological well-being 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. These beliefs 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 university 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 investigates the relationship between metacognitive beliefs and psychological well-being among college students, emphasizing the mediating role of emotion regulation.
Methods: The research follows a correlational design using structural equation modeling (SEM) to analyze the relationships between study variables. The study population includes all students at Imam Khomeini International University during the academic year 2022-2023. Then, a sample of 283 students were selected through multi-stage cluster sampling. During the research implementation phase, the ethical code from the Ethics Committee of Qazvin University of Medical Sciences was obtained. In the first stage, 4 faculties—Engineering, Architecture and Urban Planning, Humanities, and Basic Sciences—were randomly selected from the 7 faculties of Imam Khomeini International University. In the second stage, specific groups were randomly chosen: the Architecture group from the Faculty of Architecture and Urban Planning, the Philosophy group from the Faculty of Humanities, the Chemistry group from the Faculty of Basic Sciences, and the Mechanics group from the Faculty of Engineering. In the third stage, two undergraduate, two master’s, and two doctoral classes were randomly selected from each chosen group through a lottery. Participants who expressed interest in taking part in the study were provided with explanations about the research topic and process, confidentiality of information, their right to withdraw from the study, and the importance of their informed consent. The time required to complete the questionnaire was approximately 25 to 30 minutes. Data were gathered via the Ryff Psychological Well-being Questionnaire-Short Form (Ryff, 1989), the Metacognitions Questionnaire-Short Form (MCQ-30) (Wells & Cartwright-Hatton, 2004), and the Emotion Regulation Questionnaire (EQR) (Gross & John, 2003). In the present study, descriptive statistics including mean and standard deviation were used. Data were analyzed using the Pearson correlation coefficient and structural equation modeling in SPSS version 26 and AMOS version 24 software. The significance level for the tests was set at 0.05.
Results: The results showed that emotion regulation had a direct and significant effect on students’ psychological well-being (p<0.001, β=0.56). Metacognitive beliefs had a direct and significant effect on students’ emotion regulation (p<0.001, β=0.66). Furthermore, metacognitive beliefs had a significant direct effect (β=0.37, p<0.001) and an indirect effect through emotion regulation (β=0.313, p<0.001) on students’ psychological well-being. The total effect was reported as β=0.619 (p<0.001). Additionally, the model fit indices indicated a desirable model fit (RMSEA=0.07, CFI=0.93, GFI=0.94, AGFI=0.95).
Conclusion: The findings confirm that metacognitive beliefs significantly impact the psychological well-being of the college students, mediated by emotion regulation. The conceptual model developed provides a robust framework for understanding and improving psychological well-being in educational settings.

Keywords: Psychological well-being, Metacognitive beliefs, Emotion regulation
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Type of Study: Original Research Article | Subject: Psychology
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