The Role of Metacognitive Knowledge, Metacognitive State and Metacognitive Beliefs on Emotional Creativity

Document Type : Research Paper

Authors

1 Assistant Professor of Psychology, University of Birjand, Birjnd, Iran

2 Associate Professor of Psychiatry, Mental Health Research Center, Psychiatry Department, Iran University of Medical Sciences, Tehran, Iran

3 MSc Educational Psychology, South Khorasan Education Department, Sarayan, Iran

Abstract

Objective: The current study aimed to explore the role of metacognitive knowledge, metacognitive state and metacognitive beliefs on emotional creativity.
Methods: The method of the present study is descriptive-correlational. The samples consisting of 233 high school students (124 girls & 109 boys) were selected by cluster sampling method. Data were collected by questionnaires of metacognitive knowledge, metacognitive beliefs, metacognitive state, and emotional creativity. Data were analyzed by Pearson correlation and multiple regression.
Results: The results of coefficient showed that metacognition knowledge and metacognition state are positively related to emotional creativity (P <0.1). However, metacognition beliefs are negatively related to emotional creativity (P<0.1). Multiple regression analyses confirmed that 36% of the variance of emotional creativity could be predicted by metacognitive knowledge, metacognitive state and metacognitive beliefs (P <0.1). Metacognitive knowledge and metacognitive state positively predicted the variance of emotional creativity since metacognitive beliefs negatively predicted the variance of emotional creativity.
Conclusion: Based on the results, it is fair to indicate that addressing hurtful metacognition beliefs with the goals being reducing or removing them altogether and enhancing metacognitive knowledge and metacognitive state in students, leads to a boost to their emotional creativity.

Keywords

References

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Journal of School Psychology
Volume 10, Issue 4
January 2022
Pages 86-98

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