Investigating the Effectiveness and Sustainability of Emotion Regulation Training and Self-Differentiation Training on Metacognition of Tenth Grade Adolescent Girls of Bagh-e-Bahadoran City

Abstract

Introduction and Aim: Adolescents face challenges in metacognition due to various physical, social, cognitive, and emotional changes. Accordingly, the present research was cinducted with the aim of investigating the effectiveness and sustainability of emotion regulation training and self-differentiation training on metacognition of tenth grade adolescent girls of Bagh-e-Bahadoran city.

Methodology: The present research was a quasi-experimental with a pre-test, post-test, and three-month follow-up design with a control group. The statistical population of this study was tenth grade adolescent girls students of Bagh-e-Bahadoran city in the 2023-4 academic years, which 81 people of them were selected by avaailable sampling method and randomly assigned into two experimental groups and a control group. Each of the experimental groups underwent 10 sessions of 75 minute of intervention with emotion regulation training and self-differentiation training methods, and the control group remained on the waiting list for training. The data of the present study were collected with the Short Form of Metacognition Questionnaire (Wells & Cartwright-Hatton, 2004) and analyzed with methods of analysis of variance with repeated measures and Bonferroni post hoc test in SPSS-27 and AMOS-26 software.

Findings: The results of this study showed that both methods of emotion regulation training and self-differentiation training in compared to the control group increased metacognition of tenth grade adolescent girls, and the results remained at the follow-up stage (P<0.05). Also, other results showed that there was no significant difference between the intervention methods of emotion regulation training and self-differentiation training in increasing their metacognition (P>0.05).

Conclusion: According to the results of this study, to improve the metacognition of adolescent can be used the both methods of emotion regulation training and self-differentiation training.