Many studies have been carried out on the positive impact of metacognitive strategies on improving the comprehension of students. But whether teaching metacognitive strategies is effective on metacognitive knowledge and awareness of distance education students is unknown. Aim of this study was to investigate the effects of Metacognitive Strategies of SQP4R (1387) on Metacognitive Awareness in students of Payame Noor University. The research design of the study was Pretest - Posttest Randomized Group Design. To accomplish the stated aims, 30 students (15 male, 15 female) from Payame Noor University were chosen by Multistage Cluster Sampling method in the city of Hamedan. The instrument used in this study included Metacognitive Awareness Reading Strategies Inventory (MARSI) Mokhtari, K. & Reichard, C.A. (2002). To analyze the data, multivariate analysis of covariance (MANCOVA) has been used. The results showed significant positive effectiveness of Metacognitive Strategies of SQP4R in increasing Metacognitive Awareness of the experiment group (p<0.05). In other words, Metacognitive Awareness of the experiment group increased significantly in post-test compared to pre-test and control group and they displayed an increase in the level of knowledge in all fields.

According to prevalence of high substances and it is amount of relapse is one of the biggest concern of society. Is it possible prediction relapse according to factor of psychological? The purpose of this research is  prediction of relapse substance  based on belief  of metacognition. The method of this research is a kind of correlation. From available sampling  selected 300 patients that include 150 patients who have relapse  substance (75 patients who treated by MMT methadone method therapy and 75 patients who treated by BMTbuprenorphine method therapy) and 150 patients that who  didn’t have relapse substance and both of group (relapse and didn’t relapse) similar to each other and completed  questionnaire of belief of metacognition. Data of this research from analyze variance, correlation of Pearson and regression in way  of  logistic  with use SPSS  software analyze and resolution. Result of thisbelief of metacognition 24% from possibility of relapse substance. (significance level 0.046). So attention to disorganized emotion regulation and  disarranged belief of metacognitive in patient who have substance. seems  to treatment based onbelief metacognitive prevented from relapse patients during treatment  period.

Background: Many studies have pointed to the impairments of emotion regulation in attention deficit/ hyperactivity disorder (ADHD), but the main problem is whether emotion dysregulation in this disorder can be affected by the theory of mind and metacognition? Aims: The present study aimed to predict emotion dysregulation based on the theory of mind and metacognition in male students with ADHD. Method: The current study was a descriptive-correlational design. The statistical population of the study was all male students of the sixth grade of elementary school (2567 people) in the cities of Bostanabad and Sarab in the academic year 2017-2018. The study sample included 90 students with ADHD selected through multistage cluster random sampling. The data were collected using Conners’ teacher rating scale (1998), Gross and John (2003) emotion regulation questionnaire, Sperling et al. (2002) children's metacognition scale, and Qomrani et al. (2006) theory of mind test. Results: The results of multiple regression showed that metacognition and the theory of mind together significantly predicted 34% of the variance in cognitive reappraisal and 42% of the variance in emotional suppression (p<0/05). Conclusions: According to the results of the study, metacognition and the theory of mind have important roles in the emotion dysregulation of children with ADHD.

Bachground: Previous studies have shown that Unified transdiagnostic therapy affects different variables. However, there is a research gap regarding the effectiveness of Unified transdiagnostic therapy on the Positive Metacognitions and Meta-Emotions in mothers of children with cancer. Amis: The purpose of this study was to determine the effectiveness of Unified transdiagnostic therapy on Positive Metacognitions and Meta-Emotions in mothers of children with cancer. Method: This research was a quasi-experimental study with pre-test and post-test with control group.The statistical population consisted of all mothers of children with cancer who were referred to Mahak, Shohada Tajrish, Bahrami, Hazrate Ali Asghar hospitals, in 2019 in Tehran. 31 mothers were selected by available sampling method and randomly assigned to the experimental group and the control group. The present research tools are Positive Metacognitions and Positive Meta-Emotions Questionnaire (Beer,2011) and Unified Transdiagnostic Therapy (Barlow, 2011). The experimental group received the Unified Transdiagnostic Therapy for 12 sessions, each for 90 minutes.Data analysis was performed by covariance analysis method. Results: Unified transdiagnostic therapy on improving the components of confidence in extiguishing perseverative thought and emotions, confidence in interpreting own emotions as cues, restraining from immediate reaction and mind-setting for problem-solving and confidence in setting flexible and feasible hierarchies of goals had a significant effect (P≤ 0/001). Conclusions: Mothers who participated in Unified transdiagnostic therapy sessions had significant improvements in Positive Metacognitions and Meta-Emotions.

Background: Postpartum Depression (PPD) may affect mother-infant attachment and other family relationships, and may even threaten the safety and health of mother, infant and other children. Despite the relative efficacy of most cognitive therapy methods in controlling or reducing the symptoms of PPD, their application has faced many shortcomings due to a lack of explanation of the main cause of the disorder and deficiency in providing appropriate treatment strategies. Also, less research has been done on the effect of detached mindfulness-based metacognitive therapy on meta-worry, cognitive distortion, and other symptoms of PPD.
Aims: The present study aimed to determine the efficacy of metacognitive therapy based on detached mindfulness on reducing meta-worry and interpersonal cognitive distortion in women with PPD.
Methods: This research was conducted by quasi-experimental method using a two-group pretest-posttest design. The statistical population of the study was all women referred to Golestan Urban Health Center in Ardabil City from 2018 to 2019. Sampling method was convenience sampling. Using Beck Depression Inventory (BDI) (1996) and the Edinburgh Postnatal Depression Scale (EPDS) (1987), 40 people were selected (20 in experimental group and 20 in control group). Then, for the experimental group, the protocol of detached mindfulness-based metacognitive therapy was performed during 8 sessions in Golestan Urban Health Center in Ardabil City, and the results were analyzed based on meta-worry and interpersonal cognitive distortion scales by analysis of covariance (ANCOVA).
Results: The results showed that in the experimental group the average posttest scores of meta-worry and interpersonal cognitive distortion were significantly different from the control group. In other words, after therapeutic intervention meta-worry (F = 317.62; P = 0.001 <0.05) and interpersonal cognitive distortion (F = 331.39; P = 0.001 <0.05) meaningfully decreased in the experimental group.
Conclusion: The results of this study indicated that detached mindfulness-based metacognitive therapy, by improving the thinking process, identifying negative metacognitive and correcting beliefs, and providing appropriate cognitive responses, is an effective therapeutic approach in treating PPD symptoms and reducing meta-worry and interpersonal cognitive distortion.

Background: Research shows that metacognition, ambiguity tolerance, and psychological flexibility are related to resilience. However, there is a research gap in the scope of indigenous studies in the research community.
Aims: This research was conducted to investigate the role of metacognition, ambiguity tolerance, and psychological flexibility in predicting resilience in the wives of martyrs of Alborz province.
Methods: The descriptive research method was correlation type. The statistical population included all the wives of the martyrs in 2021- 2022. 451 people were selected through the available sampling method and Wells and Cartwright Hutton (2004) metacognition questionnaires, Bond et al.'s acceptance and action questionnaire (2007), Bodner's ambiguity tolerance questionnaire (1960), and Connor et al.'s resilience questionnaire (2003) was implemented on them. Data analysis was done using multiple linear regression analysis.
Results: According to the data analysis, the variables of psychological flexibility (β=0.37), ambiguity tolerance (β=0.25), cognitive stability (β=0.22), uncontrollability and dangerousness of thoughts (β=-0.19), and cognitive trust (β = -0.13) are respectively the strongest predictors of resilience. In addition, psychological flexibility (F=7.23, p≥0.001), ambiguity tolerance (F=10.6, p≥0.001), and cognitive stability (F=19.5, p≥0.001) predict an increase in resilience, but belief in the uncontrollability and dangerousness of thoughts (F=99.2, p≥0.003) and cognitive trust (F=51.2, p≥0.012) predict a decrease in resilience.
Conclusion: From the above findings, it can be concluded that metacognition, ambiguity tolerance, and psychological flexibility are directly related to resilience and increase resilience. Repeating the research with more samples in other groups is needed.

Background: Over the recent decades, personal epistemology or the nature of human knowledge with some concepts including metacognition and theory of mind, which emphasized that people interpret the behavior of others based on their own mental beliefs, inner intentions, thoughts, feelings, and beliefs, were considered by psychologists. In congruence with previous studies, there is a research gap in children's understanding of the nature of knowledge and the impact of metacognition and theory of mind on their epistemology.
Aims: This study aimed to investigate the effect of metacognition on personal epistemology with the mediating role of theory of mind or the examination of the inner intentions and, understanding of the cause of behavior, mind, thinking, belief, and knowledge in third to sixth-grade students.
Methods: This was a fundamental and descriptive-correlational study based on purpose and data collection, respectively. The sample consisted of 303 (101 boys and 202 girls) elementary students in the third to sixth grades of Khorramabad, Iran. They were selected by stepwise cluster sampling method. Participants responded to the metacognitive skills questionnaire (Sperling et al., 2001), Streenerman Mind Theory Test (1994), and the Children's Personal Epistemology Questionnaire (Tanha et al., 2019). Besides, data were analyzed using structural equation modeling.
Results: The results illustrated that the proposed model had a good fit with the data. Accordingly, the direct path of metacognition on the theory of mind and personal epistemology and the direct path of the theory of mind on personal epistemology were significant (p<0/01). Also, the indirect effect of metacognition on personal epistemology through mind theory was also significant (p<0/01).
Conclusion: Metacognition, mind theory, and personal epistemology have theoretical common dimensions. It seems conducting more extended field studies and clarifying more aspects of this relationship can have more practical applications in the educational setting

Background: Numerous studies showed a stable relationship between metacognition and resilience with health anxiety. On the other hand, women are the most vulnerable during accidents and disasters, and the onset of anxiety in them is more than in men. However, research on the mediating role of resilience in the relationship between metacognition and corona anxiety in women is neglected.
Aims: This study aimed to determine the mediating role of resilience in the relationship between metacognition and corona anxiety.
Methods: The research method was correlational modeling of structural equations. The statistical population included all women referred to the health centers of the Shemiranat health network from April 4 to June 5, 2021. A total of 250 eligible women were selected through the convenience method through internet call and responded online to the metacognition and positive metacognition questionnaires (Beer, 2011) and coronavirus anxiety (Alipour et al., 2020), and resilience scale (Connor & Davidson, 2003). The data was used to analyze correlation tests and structural equation modeling using SPSS-25 and 3Smart PLS software.
Results: There was a significant negative relationship (P <0.01) between resilience and corona anxiety and a meaningful positive relationship (P <0.01) between metacognition and resilience. Resilience mediates the relationship between metacognition and corona anxiety.
Conclusion: Based on the research findings, it can be concluded that changing metacognition and practical resilience training can be useful in preventing the onset and continuation, and exacerbation of anxiety, especially corona anxiety in women.

Background: students didn’t have the opportunity to engage in problem-solving and knowledge management activities in traditional teaching methods. So, it is essential to change the instructional approach in order to use the online resources and material that leads to creating modern techniques. One of the new methods is flipped learning, which improves basic skills.
Aims: The present study is aimed to determine the effectiveness of instructional packages based on flipped learning on students’ metacognition and problem-solving skills.
Methods: The method was semi-quasi with a pre-and post-test design. The statistical population was all students in Alashtar. It is chosen 60 students through simple probability sampling. The instruments were Haroldetil and Abedi’s metacognition questionnaire and a researcher-made problem-solving test. The control group was taught through traditional methods, and it is designed and developed an instructional package based on flipped learning for the experimental group the teacher and students’ activities are done in three stages: pre and during, and after class. Data were analyzed by multivariate and univariate analysis of covariance.
Results: There is a significant difference between the control and experimental group in meta cognition and problem-solving skill. (p<0.01). It means that the means in the experimental group is higher than the control group.
Conclusion: Based on the findings, it concluded that flipped class help in managing time appropriately, and training metacognition, and problem-solving skill. The teacher has more opportunities to concentrate on important issues and content and see more effective and deeper learning.