THE RELATIONSHIP BETWEEN METACOGNITIVE BELIEFS WITH ACADEMIC SELF-REGULATION AND PARENTS-ADOLESENT CONFLICT

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OSOLI AZAM; SHARAT MADAR ASIEH; KALANTAR HORMOZI ATOOSA

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Journal: COUNSELING CULTURE AND PSYCHOTHERAPY Year:2016 | Volume:7 | Issue:27 Page(s): 83-104

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Title

THE RELATIONSHIP BETWEEN METACOGNITIVE BELIEFS WITH ACADEMIC SELF-REGULATION AND PARENTS-ADOLESENT CONFLICT

Author(s)

OSOLI AZAM | SHARAT MADAR ASIEH | KALANTAR HORMOZI ATOOSA | Issue Writer Certificate

Keywords

METACOGNITIVE BELIEFSQ2

ACADEMIC SELF-REGULATIONQ1

PARENTS-STUDENTS CONFLICTQ1

Abstract

The purpose of the present research was to investigation of the relationship between METACOGNITIVE BELIEFS with ACADEMIC SELF-REGULATION and PARENTS-STUDENTS CONFLICT. Method study was correlation and the statistical community was all girls’ students from Tehran city, who were enrolled in the 1394-95 academic year. The sample group was included 206 students that were selected by random cluster Sampling. Assessment instruments was Wells& Cartwright-Hatton (2004) METACOGNITIVE BELIEFS questionnaire, Ryan & Conell (1989) ACADEMIC SELF-REGULATION questionnaire and Straus (1990) conflict tactics scales questionnaire. data was analyzed by using Pearson correlation coefficient, simple regression and stepwise multiple regression. The results showed that there is negative significant correlation between METACOGNITIVE BELIEFS, positive beliefs and cognitive self-consciousness with ACADEMIC SELF-REGULATION. There is negative significant correlation between need to control thoughts and uncontrollability/danger with with ACADEMIC SELF-REGULATION, Introjected regulation and external regulation. There is negative significant correlation between METACOGNITIVE BELIEFS, positive beliefs, uncontrollability/danger and need to control thoughts with PARENTS-STUDENTS CONFLICT and verbal aggression. There is negative significant correlation between cognitive confidence PARENTS-STUDENTS CONFLICT, verbal aggression and violence. Stepwise regression analysis showed that cognitive self-consciousness and positive beliefs, could explain 0.15 of variance in ACADEMIC SELF-REGULATION. Also cognitive confidence could explain 0.021 of variance in PARENTS-STUDENTS CONFLICT. Counselors and teachers using these findings and taking into account the educational and psychological interventions can be round program with increasing students' views about, their METACOGNITIVE BELIEFS.

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APA: Copy

OSOLI, AZAM, SHARAT MADAR, ASIEH, & KALANTAR HORMOZI, ATOOSA. (2016). THE RELATIONSHIP BETWEEN METACOGNITIVE BELIEFS WITH ACADEMIC SELF-REGULATION AND PARENTS-ADOLESENT CONFLICT. COUNSELING CULTURE AND PSYCHOTHERAPY, 7(27 ), 83-104. SID. https://sid.ir/paper/213946/en

Vancouver: Copy

OSOLI AZAM, SHARAT MADAR ASIEH, KALANTAR HORMOZI ATOOSA. THE RELATIONSHIP BETWEEN METACOGNITIVE BELIEFS WITH ACADEMIC SELF-REGULATION AND PARENTS-ADOLESENT CONFLICT. COUNSELING CULTURE AND PSYCHOTHERAPY[Internet]. 2016;7(27 ):83-104. Available from: https://sid.ir/paper/213946/en

IEEE: Copy

AZAM OSOLI, ASIEH SHARAT MADAR, and ATOOSA KALANTAR HORMOZI, “THE RELATIONSHIP BETWEEN METACOGNITIVE BELIEFS WITH ACADEMIC SELF-REGULATION AND PARENTS-ADOLESENT CONFLICT,” COUNSELING CULTURE AND PSYCHOTHERAPY, vol. 7, no. 27 , pp. 83–104, 2016, [Online]. Available: https://sid.ir/paper/213946/en

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