The relationship between mindfulness and metacognitive beliefs with emotional intelligence

  Background: Emotional intelligence is a set of teachable abilities and skills that prepare people for the sustainability and success in life. The purpose of the present study was to predict the emotional intelligence based on metacognitive beliefs and mindfulness beliefs in the students.  Methods: A total of 341 students were selected from Islamic Azad University, West Islamabad branch, using random cluster sampling from different university majors at the faculty of Social Sciences. They responded to Bar-Anne's Emotional Intelligence Questionnaire, the short form of the Wells Meta-Cognition Questionnaire, and Baer et al. Mindfulness Questionnaire. Data were analyzed using Pearson correlation coefficient and stepwise regression.     Results: Among the participants 200 (67.5%) were girl students. the age of the participants ranged between18 and 52 years old. Also 254, (78%) had Bachelor’s degree and 87 (21.97%) had Master’s degree. Moreover, 105 (77.33%) were married. The mean (SD) of mindfulness were 107.3 (5.12), meta-cognitive beliefs 47.8 (5.01), and emotional intelligence 85.9 (13.43), respectively. The results of regression analysis showed that metacognitive beliefs were independent predictor of students' emotional intelligence (P<0.001, F=34.59). Metacognitive beliefs predicted a total of 21% of students' emotional intelligence.  Conclusion: Considering the findings of the present study, it can be stated that more attention should be paid to metacognitive beliefs as an independents predictor of emotional intelligence

Investigating the Correlation between Cognitive and Metacognitive Strategies and Students’ Academic Well-being Mediated by Academic Engagement

Background: Puberty is known to be a stressful period for students, and managing its associated crises helps guarantee students’ mental health and sense of well-being in adulthood. This study aimed to investigate the mediating role of academic engagement in the correlation between cognitive and metacognitive strategies and academic well-being in high school students.Methods: The method used in this research was descriptive and correlational. The statistical population included all the female high-school students in Kermanshah, Iran, in 2021, out of whom a sample of 350 students was selected. The Standard Schoolrelated Well-being Questionnaire, the Learning Strategies Questionnaire, and the Academic Engagement Scale were utilized herein. The data were analyzed with descriptive and inferential statistics (structural equation modeling).Results: The results revealed that cognitive (r=0.34, P=0.001) and metacognitive (r=0.36, P=0.001) strategies were significantly and positively correlated with academic well-being. Furthermore, cognitive (r=0.33, P=0.001) and metacognitive (r=0.42, P=0.001) strategies were significantly and positively correlated with academic engagement. These strategies also had an indirect and significant association with academic well-being mediated by academic engagement (P=0.001).Conclusions: The results demonstrated the desirable fit of the model. It could be therefore recommended that cognitive and metacognitive strategies be instructed to students in order to promote their academic well-being by increasing their academic engagement

Effective clinical instructors from the perspective of students and clinical teachers in Kermanshah University of Medical Sciences in 2015

Introduction: Clinical training is an important aspect of nursing education which transfers students from theoretical training to clinical settings. This study aimed to identify the characteristics of effective clinical Instructors from the viewpoint of nursing students and clinical faculties. Methods: This descriptive-analytic study was conducted on 305 nursing students and 26 clinical Instructors. The data was collected using a 49-item questionnaire with five subscales of professional, personal, communicative, teaching methods and evaluation characteristics. Pearson correlation and t-test were employed to analyze the data using SPSS 22. Results: The overall mean of the characteristics of effective clinical instructors from the viewpoint of students was 6.54±0.13 and 6.36±0.26 from the viewpoint of instructors. The highest score of students’ perspective was related to the domain of teaching with a mean of 6.68±0.52, and the subscale of evaluation with a mean of 6.67±0.43 for the instructors. Conclusion: Considering the importance of evaluation from the viewpoint of clinical faculty, the context of proper evaluation is necessary to be considered in clinical training. For the subscale of teaching and the ability to connect theoretical and practical information, emphasized by the students, experienced teachers are needed in clinical practice