Predicting Happiness Based on Meta-Cognitive Beliefs, Self-Efficacy, Self-Regulation in High School Students in Qom

Document Type : Original Article

Authors

1 MSc Educational Psychology, Department of Psychology, Qom Branch, Islamic Azad University, Qom, Iran.

2 Department of Psychology, Qom Branch, Islamic Azad University, Qom, Iran.

Abstract

Method: This study was a correlational study in which 74 high school students selected as a sample group using Tabaknik and Fidel formulas and multi-stage cluster sampling. Data collected using the Oxford Happiness Electronic Questionnaire, the Wells Metacognitive Beliefs Questionnaire, the Scherer et al. Self-Efficacy Questionnaire, and the Beaufort Self-Regulatory Questionnaire. Due to the prevalence of Covid19 disease, the questionnaires distributed electronically to the subjects through messaging tools. Data analysis performed by correlation methods and multiple regression analysis in a simultaneous and stepwise manner using SPSS22 software.
Results: The results showed that the relationship between metacognitive beliefs, self-efficacy and self-regulation with happiness is significant and the components of metacognitive beliefs except the component of "negative metacognitive beliefs about thoughts" (P <0.05), self-efficacy (0.05> P) and self-regulation (P <0.05) can predict happiness.
Conclusion: The results indicate the importance of metacognitive beliefs, self-efficacy and self-regulation in predicting students' happiness. Thus, counselors and psychologists can increase self-efficacy, metacognitive beliefs, and self-regulation through workshops to increase student happiness.

Keywords

Journal of School Counseling
Volume 1, Issue 2 - Serial Number 2
December 2021
Pages 1-19

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History

  • Receive Date: 29 October 2021
  • Revise Date: 24 April 2022
  • Accept Date: 25 December 2021

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