Relationship of self-compassion and hope with quality of life for individuals with bleeding disorders

Individuals with bleeding disorders experience a number of physical and psychosocial stressors in their lives (Bullinger & von Mackensen, 2008; Forsyth, Cassis, Iorio, & Querol, 2011; Hill, 2015; Poon, 2013; Rolstad, 2014; Trzepacz, Vannatta, Davies, Stehbens, & Noll, 2003; Williams & Chapman, 2011). However, little research has been conducted to explore the psychological factors that influence quality of life for such individuals. The purpose of this study was to explore the relationship of self-compassion and hope with quality of life in a sample of individuals who have bleeding disorders (n = 86). Self-compassion and hope were significantly and positively related to overall quality of life for these patients and were significant predictors of quality of life when considered together. However, hope was the only significant individual predictor of quality of life, which may be explained in part by the shared variance between self-compassion and hope. Focusing psychological interventions and education around the topics of self-compassion and hope may be beneficial for this unique patient population to enhance their overall quality of life

How Metacognitive Awareness Relates to Overconfidence in Interval Judgments

Making judgments is an important part of everyday life, and overconfidence in these judgments can lead to serious consequences. Two potential factors influencing overconfidence are metacognitive awareness, or the awareness of one’s own learning, and the hard-easy effect, which states that overconfidence is more prevalent in difficult tasks while underconfidence is more prevalent in easy tasks. Overall, we hypothesized that participants’ metacognitive awareness would significantly relate to their overconfidence levels. Specific hypotheses were that those participants who display higher levels of metacognitive awareness will have lower levels of overconfidence, that harder questions will elicit higher levels of overconfidence and easy questions will elicit underconfidence (congruent with the hard-easy effect), and that the lower range and upper range will on average be equal, with the exact estimate as the midpoint. Participants (N = 49) completed a questionnaire containing a set of hard and easy general knowledge questions followed by the Metacognitive Awareness Inventory. The correlation between metacognitive awareness and confidence was negative for hard questions and positive for easy questions. Furthermore, the ranges for easy questions were smaller, resulting in more overconfidence, and the ranges for the hard questions were larger, resulting in underconfidence, thus, showing the opposite of our expected hypotheses.Faculty Sponsor: Erin M. Buchana

How Metacognitive Awareness Relates to Overconfidence in Interval Judgments

Making judgments is an important part of everyday life, and overconfidence in these judgments can lead to serious consequences. Two potential factors influencing overconfidence are metacognitive awareness, or the awareness of one’s own learning, and the hard-easy effect, which states that overconfidence is more prevalent in difficult tasks while underconfidence is more prevalent in easy tasks. Overall, we hypothesized that participants’ metacognitive awareness would significantly relate to their overconfidence levels. Specific hypotheses were that those participants who display higher levels of metacognitive awareness will have lower levels of overconfidence, that harder questions will elicit higher levels of overconfidence and easy questions will elicit underconfidence (congruent with the hard-easy effect), and that the lower range and upper range will on average be equal, with the exact estimate as the midpoint. Participants (N = 49) completed a questionnaire containing a set of hard and easy general knowledge questions followed by the Metacognitive Awareness Inventory. The correlation between metacognitive awareness and confidence was negative for hard questions and positive for easy questions. Furthermore, the ranges for easy questions were smaller, resulting in more overconfidence, and the ranges for the hard questions were larger, resulting in underconfidence, thus, showing the opposite of our expected hypotheses

How Metacognitive Awareness Relates to Overconfidence in Interval Judgments

Making judgments is an important part of everyday life, and overconfidence in these judgments can lead to serious consequences. Two potential factors influencing overconfidence are metacognitive awareness, or the awareness of one’s own learning, and the hard-easy effect, which states that overconfidence is more prevalent in difficult tasks while underconfidence is more prevalent in easy tasks. Overall, we hypothesized that participants’ metacognitive awareness would significantly relate to their overconfidence levels. Specific hypotheses were that those participants who display higher levels of metacognitive awareness will have lower levels of overconfidence, that harder questions will elicit higher levels of overconfidence and easy questions will elicit underconfidence (congruent with the hard-easy effect), and that the lower range and upper range will on average be equal, with the exact estimate as the midpoint. Participants (N = 49) completed a questionnaire containing a set of hard and easy general knowledge questions followed by the Metacognitive Awareness Inventory. The correlation between metacognitive awareness and confidence was negative for hard questions and positive for easy questions. Furthermore, the ranges for easy questions were smaller, resulting in more overconfidence, and the ranges for the hard questions were larger, resulting in underconfidence, thus, showing the opposite of our expected hypotheses

How Metacognitive Awareness Relates to Overconfidence in Interval Judgments

Making judgments is an important part of everyday life, and overconfidence in these judgments can lead to serious consequences. Two potential factors influencing overconfidence are metacognitive awareness, or the awareness of one’s own learning, and the hard-easy effect, which states that overconfidence is more prevalent in difficult tasks while underconfidence is more prevalent in easy tasks. Overall, we hypothesized that participants’ metacognitive awareness would significantly relate to their overconfidence levels. Specific hypotheses were that those participants who display higher levels of metacognitive awareness will have lower levels of overconfidence, that harder questions will elicit higher levels of overconfidence and easy questions will elicit underconfidence (congruent with the hard-easy effect), and that the lower range and upper range will on average be equal, with the exact estimate as the midpoint. Participants (N = 49) completed a questionnaire containing a set of hard and easy general knowledge questions followed by the Metacognitive Awareness Inventory. The correlation between metacognitive awareness and confidence was negative for hard questions and positive for easy questions. Furthermore, the ranges for easy questions were smaller, resulting in more overconfidence, and the ranges for the hard questions were larger, resulting in underconfidence, thus, showing the opposite of our expected hypotheses