اثر بخشی مداخلۀ چند وجهی لرن بر اصلاح باورهای فراشناختی و فرانگرانی
Introduction: This study was conducted to investigate the effectiveness of LEARN multifaceted intervention in modifying meta–cognition and the meta–worry beliefs among female students of Payam–e–Noor university in Tehran. Method: Based on the convenient sampling method and defined inclusion–exclusion criteria، 26 participants with high levels of stress (Perceived Stress Scale Score>35.58) were enrolled and randomly assigned into two experimental and control arms. All participants filled out the meta–cognition and meta–worry questionnaires prior to and after LEARN multifaceted intervention (administered to the experimental group). Results: Data analysis by variance analysis test revealed a significant difference between the two groups with regard to meta–cognition and meta–worry scores (p<0.05). Conclusion: The LEARN multifaceted intervention which affects the cognitive، behavioral and emotional aspects of the stress cycle، appeared to modify feeding strategies of meta–cognitive beliefs thus improved meta–cognition and the meta–worry beliefs in students with high levels of stress.
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