Metacognition, Mindfulness, and Spiritual Well-being in Gifted High School Students
سال انتشار: 1397
نوع سند: مقاله ژورنالی
زبان: انگلیسی
مشاهده: 73
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شناسه ملی سند علمی:
JR_JHSME-5-3_004
تاریخ نمایه سازی: 2 مهر 1401
چکیده مقاله:
Background and Objectives: Gifted students are more sensitive to interpersonal conflicts and experience more self-alienation and mental pressure due to their cognitive abilities. The aim of the current study was to investigate the relationship among meta-cognition, mindfulness, and spiritual well-being in gifted high school students.
Methods: This study was conducted on ۱۴۴ gifted high school students in Tabriz. The study population was selected through systematic random sampling method. Data collection was performed using the meta-cognition questionnaire developed by Wells, Five Facet Mindfulness Questionnaire, and spiritual well-being questionnaire by Ellison and Paloutzian.
Results: According to the results, mindfulness had a significant and positive relationship with spiritual well-being (r=۰.۳۱). However, no significant relationship was observed between meta-cognition and spiritual well-being. The results of the stepwise regression analyses showed that non-judgement determined about ۶% (R۲=۰.۰۶) of spiritual well-being variance, and positive beliefs about worry predicted ۴% (R۲=۰.۰۴) of the mindfulness variance.
Conclusion: Based on the findings, it can be concluded that out of the meta-cognition components, the positive beliefs about worry were influential in the determination of mindfulness. Furthermore, non-judgment was found to play a fundamental role in determining spiritual well-being among the components of mindfulness.
کلیدواژه ها:
نویسندگان
Rasoul Heshmati
Department of Psychology, Faculty of Education and Psychology, University of Tabriz, Tabriz, Iran.
sima maanifar
Department of Psychology, Faculty of Education and Psychology, Islamic Azad University of Urmia, Urmia, Iran
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