An indicator of the view of time passing: the development and validation of the metacognitive knowledge of time passing scale (MKTPS) in Chinese college students.

How we view the passage of past time determines how we face time itself as well as our futures, which has a strong impact particularly during the highly creative and malleable college years. Chinese culture cherishes time deeply, and for centuries there has been a tradition of "educating children and youth to inspect the passage of time." However, in today's age of information and intelligence, time has shown a trend toward fragmentation. How do contemporary Chinese college students view the passage of time, and what structures or content does it contain? The answer to this question remains uncertain, necessitating further exploration. Following Flavell's theory of metacognitive knowledge (MK), we adopted a semi-structured interview method and used the results to first outline the basic structure of Chinese college students' view of time passing, identifying four major aspects: priming aftereffect, life touching, positive promotion, and negative inhibition. Then, using the initial four-dimensional structure as a starting point, we developed the Metacognitive Knowledge of Time Passing Scale (MKTPS), and carried out exploratory factor analysis and confirmatory factor analysis to test its fit. The results showed that the four-factor scale and its 22 items had a good fit to the data. Third, the reliability and validity of the self-developed scale were tested. The results show that the internal consistency, split-half, and retest reliability of the MKTPS are good (all rs > 0.60). The construct validity of the MKTPS is also good (r between subscales is 0.33-0.60, r between subscales and total scale is 0.64-0.87), the convergent validity with Zimbardo's negative past time perspective is high (r = 0.37), and the discriminant validity with Zimbardo's future time perspective is significant (r = 0.18). Regarding criterion correlation validity, the total scores of the MKTPS have a significantly higher positive correlation with those of the time management disposition (TMD) scale (r = 0.45). Future points for studying the view of time passing in adults of all ages and across cultures field and shortcomings of the current study are also discussed.

I didn't know I had executive dysfunction, now I can do something about it: perspectives about CO-OP from people with Parkinson's disease.

PURPOSES: People with Parkinson's disease (PD) experience increasing disability across their lifespan. Holistic rehabilitation approaches are needed to maximize their daily functioning and quality of life (QoL). The Cognitive Orientation to daily Occupational Performance (CO-OP) approach targets daily functioning, with established efficacy in other neurological populations. This study is part of a larger trial of CO-OP with people with PD, describing the perspectives of people with PD who received CO-OP about its effect on their lives. METHODS: People with PD participating in a randomized controlled trial (RCT) were interviewed following the CO-OP programme. Views about the feasibility, acceptability, and experiences of CO-OP were explored. Inductive thematic analysis was used to interpret the findings. RESULTS: Analysis of interviews (n = 20) identified that CO-OP drove positive change in participants' daily lives. Participants reported transfer and generalization of learned strategies, suggesting effective use of skills learned in CO-OP. CONCLUSIONS: Addressing a critical gap in PD management, findings suggest that CO-OP was perceived as effective in addressing a broad scope of PD-related issues. Findings hold particular significance for individuals experiencing long-term PD consequences, potentially offering a viable option to enhance participation and QoL. Findings support CO-OP as an implementable, acceptable, and potentially beneficial intervention in PD. Further research is warranted to establish efficacy.

People with Parkinson's disease (PD) experience increasing disability across their lifespan because of motor and "hidden" psychological difficulties.Holistic rehabilitation approaches are needed to comprehensively address heterogeneous PD-related consequences to maximize daily functioning and quality of life (QoL) for people with PD.People with PD perceived that the CO-OP approach was as a positive experience that improved their management of daily life, self-awareness, and self-efficacy.Findings support CO-OP as an implementable, acceptable, and potentially beneficial intervention for people with PD.

Metacognitive knowledge about self-control.

Good self-control is highly valuable, but the processes that promote it are not fully understood. This review emphasizes that self-control is "inherently metacognitive" (p. 204, Duckworth et al., 2014) and describes the potential benefits of metacognitive knowledge for self-control. In line with research on metacognition in academic goal pursuit, we elaborate how three distinct types of metacognitive knowledge may aid self-control: strategy knowledge (for example, a repertoire of self-regulatory strategies), task knowledge (for example, understanding self-control demands), and person knowledge (for example, awareness of one's self-control strengths and weaknesses). Additionally, we identify research gaps and suggest that future studies should investigate the development and updating of metacognitive knowledge about self-control and how metacognitive knowledge can prevent individuals from justifying indulgence.

Why fall for misinformation? Role of information processing strategies, health consciousness, and overconfidence in health literacy.

Health misinformation, defined as false or misleading claims lacking scientific evidence, poses a significant threat to public health. This paper investigates factors associated with the failure to discern misinformation, including health consciousness, information processing strategies, and inaccurate self-assessments of health literacy. Through an online experiment involving 707 English-speaking U.S. participants (mean age = 43 years, 56.2% female), we found that misinformation beliefs about nutrition, vaccination, vaping, and cancer were significantly correlated, implying susceptibility across health topics. Greater susceptibility was associated with higher health consciousness, lower objective health literacy, more elaboration, and more selective scanning. Results provided evidence for the Dunning-Kruger effect and metacognitive monitoring errors, whereby confident individuals were unaware of inadequate health literacy and showed poor misinformation identification. Findings suggest that promoting both health literacy education and cognitive reflection skills among the general adult population could empower them to more critically evaluate online health information.

Role of Worry in Addiction: Implication of Metacognitive Beliefs and Type 2 Worry.

INTRODUCTION: According to the self-medication hypothesis, worriers use substances to cope with their symptoms; however, some published results have challenged this hypothesis. The aim of this study is to show if worry increases the risk of SUD when it is negatively appraised by negative metacognitive beliefs. METHOD: We recruited three samples: 68 patients with a severe AUD, 27 patients dependent on eating and 42 control participants. We used the Yale Food Addiction Scale-2, the Metacognitions Questionnaire-65, the UPPS-P Impulsive Behaviour Scale and the Anxiety Thoughts Inventory. RESULTS: We confirmed a direct effect of worries and metaworry on alcohol (AUD) and eating addiction (EA), but our multivariate analyses revealed that metacognitive beliefs and metaworry are the most robust predictors of alcohol and eating addiction. DISCUSSION: We reported substance-related differences in the relationship between worry and addiction. AUD is related to the metacognitive activity set in motion by worries while EA is associated with a maladaptive form of worry (meta-worry) where worries are negatively interpreted.

Predicting Learning: Understanding the Role of Executive Functions in Children's Belief Revision Using Bayesian Models.

Recent studies suggest that learners who are asked to predict the outcome of an event learn more than learners who are asked to evaluate it retrospectively or not at all. One possible explanation for this "prediction boost" is that it helps learners engage metacognitive reasoning skills that may not be spontaneously leveraged, especially for individuals with still-developing executive functions. In this paper, we combined multiple analytic approaches to investigate the potential role of executive functions in elementary school-aged children's science learning. We performed an experiment that investigates children's science learning during a water displacement task where a "prediction boost" had previously been observed-children either made an explicit prediction or evaluated an event post hoc (i.e., postdiction). We then considered the relation of executive function measures and learning, which were collected following the main experiment. Via mixed effects regression models, we found that stronger executive function skills (i.e., stronger inhibition and switching scores) were associated with higher accuracy in Postdiction but not in the Prediction Condition. Using a theory-based Bayesian model, we simulated children's individual performance on the learning task (capturing "belief flexibility"), and compared this "flexibility" to the other measures to understand the relationship between belief revision, executive function, and prediction. Children in the Prediction Condition showed near-ceiling "belief flexibility" scores, which were significantly higher than among children in the Postdiction Condition. We also found a significant correlation between children's executive function measures to our "belief flexibility" parameter, but only for children in the Postdiction Condition. These results indicate that when children provided responses post hoc, they may have required stronger executive function capacities to navigate the learning task. Additionally, these results suggest that the "prediction boost" in children's science learning could be explained by increased metacognitive flexibility in the belief revision process.

Worry Postponement From the Metacognitive Perspective: A Randomized Waitlist-Controlled Trial.

Background: Pathological worry is associated with appraisals of worrying as uncontrollable. Worry postponement (WP) with a stimulus control rationale appears to be effective in non-clinical samples. However, preliminary research in participants with generalized anxiety disorder (GAD) does not support its efficacy in reducing negative metacognitions or worry. The aim of this study was to investigate the efficacy of WP with a metacognitive rationale. Method: Participants with GAD (n = 47) or hypochondriasis (HYP; n = 35) were randomly assigned to either an intervention group (IG) or waitlist (WL). The IG received a two-session long WP intervention aiming at mainly reducing negative metacognitions concerning uncontrollability of worrying. Participants were instructed to postpone their worry process to a predetermined later time during the six days between the two sessions. Participants completed questionnaires of negative metacognitions and worry at pre-assessment, post-assessment, and follow-up. Results: We observed a significant Time*Group interaction for negative metacognitions and worry. Post-hoc analyses on the total sample and separately for GAD and HYP revealed significantly lower worry scores in the treated GAD sample compared to the WL, representing the only significant effect. In the GAD group, pre-post-effect sizes were small for negative metacognitions and large for worry. Effects persisted to a four-week follow-up. Conclusion: WP with a metacognitive rationale seems to be effective in reducing worry in participants with GAD. The effectiveness for HYP seems limited, possibly due to the small sample size.

Emotion dysregulation in participants with substance use disorders: A metacognitive perspective.

BACKGROUND: Using the metacognitive model of emotion dysregulation as a basis, this study explored whether, among participants with substance use disorders (SUDs), metacognitive beliefs and repetitive negative thinking were associated with emotion dysregulation. METHODS: 127 participants with SUDs and 127 controls without SUDs were recruited. Emotion dysregulation, metacognitive beliefs, rumination, worry, anxiety, and depression were assessed. t-tests, Mann-Whitney tests, logistic regression, correlation, and hierarchal regression analyses were run. RESULTS: Participants with SUDs reported significantly higher levels of emotion dysregulation, positive beliefs about worry, beliefs about the need to control thoughts, rumination, and worry, compared to controls without SUDs. Among participants with SUDs negative beliefs about thoughts concerning uncontrollability and danger, cognitive confidence, beliefs about the need to control thoughts, rumination, and worry were significantly associated with an increase of emotion dysregulation. LIMITATIONS: The cross-sectional design. CONCLUSION: Emotion dysregulation, metacognitive beliefs, and repetitive negative thinking may contribute to increase the risk of substance use. Among participants with SUDs emotion dysregulation is associated with the tendency to endorse dysfunctional metacognitive beliefs and report repetitive negative thinking. Metacognitive beliefs and repetitive negative thinking could be a suitable therapeutic target to reduce emotion dysregulation among participants with SUDs.

Group based metacognitive therapy for alcohol use disorder: a pilot study.

Introduction: Alcohol use disorder (AUD) is a severe clinical disorder, which has been associated with 5.3% of death worldwide. Although several treatments have been developed to improve AUD symptomatology, treatment effects were moderate, with a certain amount of patients displaying symptom deterioration after treatment termination. Moreover, outpatient treatment placements become increasingly scarce, thus necessitating more efficient treatment options. Therefore, the aim of the present study was to investigate the efficacy, feasibility, and acceptability of a newly invented, short, group based metacognitive therapy (MCT) for patients diagnosed with AUD. Method: Seven patients were treated with eight sessions of group based MCT using a single case series design with an A-B replication across patients. Patients were assessed one month and one week before treatment, as well as one week and three months after treatment termination. Results: Patients improved significantly and with large effect sizes regarding dysfunctional metacognitive beliefs, desire thinking/craving and depressive symptoms up to three months after treatment termination. AUD symptomatology as well as positive and negative metacognitive beliefs improved at post-treatment, but improvements could not be maintained at follow-up. All included patients completed the treatment and were highly satisfied. Conclusion: The presented findings show preliminary evidence for the efficacy, feasibility, and acceptability of the implemented group based MCT treatment. Large scale randomized controlled trials (RCTs) are needed to confirm the effectiveness of the developed program for patients diagnosed with AUD.

Cognitions and Metacognitive Beliefs in Posttraumatic Stress Disorder.

OBJECTIVE: There has been an increasing interest in understanding what contributes to the development and what maintains posttraumatic stress disorder (PTSD). The cognitive model emphasizes that it is a disturbance of the autobiographical memory for the trauma, cognitive beliefs and maladaptive behaviour that maintain trauma symptoms. Interventions are based on cognitive restructuring and behaviour experiments to modify these beliefs. In contrast, the metacognitive model emphasizes that it is the metacognitive beliefs that give rise to the cognitive attentional syndrome (CAS) that maintain trauma symptoms. The focus of treatment is reducing CAS and working on metacognitive beliefs. The aim of this study was to explore the contribution of cognitions and metacognitive beliefs to trauma symptoms and investigate what predicts symptom burden in traumatized patients. METHOD: Participants (N = 290) diagnosed with PTSD were included, and hierarchical multiple regression analyses were performed to explore if cognitions and metacognitive beliefs explained additional and independent variance in trauma symptoms while controlling for age and gender. RESULTS: Both cognitions and metacognitive beliefs contributed independently and significantly to predicting trauma symptoms. CONCLUSION: The results provide further support for investigating what maintains trauma symptoms and what to target in treatment. This may have clinical implications for our theoretical and practical understanding of PTSD.

The Effect of a SEL (Social-Emotional Learning) Intervention Program Based on Emotional Regulation and Metacognitive Awareness for Special Education Preservice Teachers Experiencing Adapted Teaching in Mathematics.

This study's aim was to examine the influence of a unique intervention program based on emotional self-awareness and the development of emotional regulation as an important component of SEL combined with metacognitive awareness. Seventy-two third-year preservice teachers participated for one year, tutoring a mathematically challenged student. This intervention was applied to an experimental group where each participant learned to assess his/her emotional state using a special ruler prior to teaching a lesson, and according to the ruler's assessment results, the preservice teacher was assisted by a variety of emotional regulations as well as metacognitive strategies. A control group learned only metacognitive strategies. This study's results indicated that experimental group participants showed notable improvement in cognitive reappraisal post-intervention compared to the control group, which showed no change. For metacognitive awareness, in both research groups, an increase was apparent post-intervention. Nevertheless, a comparison of the effect size of differences between the two measurement points indicated that the experimental group exhibited a greater improvement in metacognitive regulation compared to the control group. A significant positive correlation was found in the experimental group between cognitive reappraisal and metacognitive regulation. Assimilation and training of emotional skills among preservice teachers during training are necessary.

Metacognitive Interpersonal Therapy for Misophonia: A Single-Case Study.

BACKGROUND: Misophonia is a chronic condition in which the exposure to specific sounds increases the arousal and recurrence of specific intense negative emotions. We hypothesized that misophonia may be strongly related to maladaptive interpersonal schemas that create difficulties in interpersonal relationships. Subjects with maladaptive interpersonal schemas think that other people try to subjugate, criticize, dominate, exploit, deceive, disregard, and humiliate them. Furthermore, these patients typically endorse a representation of self as mistreated, constricted, harmed, damaged, humiliated, impotent, inadequate, or fragile. METHODS: We describe the course of a treatment of Metacognitive Interpersonal Therapy (MIT) in a young man presenting misophonia and co-occurrent obsessive-compulsive personality disorder (OCPD) and avoidant personality disorder (AvPD), with narcissistic traits and normal hearing. We collected qualitative and quantitative data at the beginning of the intervention and at 2 years follow-up. RESULTS: The therapy aimed at increasing awareness of maladaptive interpersonal schemas and promoting a healthy self. The results reported a significant decrease in misophonia; behavioural experiments were used to increase the quality of social relationships and tolerance to the trigger sounds. CONCLUSIONS: MIT can be an effective therapy for the treatment of misophonia.

The Anchoring Effect in Study Time Allocation: Labor-in-Vain versus Labor-and-Gain.

How to allocate study time is an important decision-making problem learners face. Research on this problem can help improve the learning performance of learners and provide guidance for teaching activities. This research aimed to explore the potential of anchors (prior information that may influence individual decision-making and judgment under uncertainty) as clues for study time allocation and examine the effectiveness of study time allocation under the influence of anchors. Sixty-two Chinese university students (Mage = 21.21, SD = 1.74; 44 females) studied 20 word pairs under self-paced learning instructions. These instructions either set a high anchor (i.e., the typical participant spent 15 s learning each pair) or a low anchor (i.e., the typical participant spent 5 s learning each pair) for study time. After a brief distraction phase, participants took a cued recall test. The results showed that the higher the anchor value, the longer the corresponding study time, and the longer the study time, the better the memory performance. These results reveal that there is both an anchoring effect and a labor-and-gain effect in self-paced study time allocation. This study extends the range of observable anchoring effects and provides important information on allocating study time effectively.

Exploring age-related differences in metacognitive self-regulation: the influence of motivational factors in secondary school students.

Introduction: Metacognitive self-regulation is a crucial factor that promotes students' learning and achievement. However, the evidence regarding age differences in metacognitive skills is rather mixed, with some evidence pointing toward further refinement and development and other evidence suggesting declining levels. Academic motivation, an important antecedent of metacognitive self-regulation, has also been reported to decline steeply in adolescence. Hence, this raises the question whether there are any age-related differences in academic motivation and metacognitive self-regulation of adolescents and whether age differences in academic motivation drive decreases in metacognitive self-regulation. Method: A large sample size of 1,027 Greek adolescents (ages 12-16, M age = 13.95, SD = 0.78) was utilized in the present study. Multigroup measurement invariance analyses were deployed to compare the latent means of motivational factors (self-efficacy, task value, mastery, and performance goals) and metacognitive self-regulation across age groups. Cholesky decomposition was applied to test the independent contribution of motivational factors to and the indirect effects of age on metacognitive self-regulation. Results: Invariance analyses revealed scalar invariance for metacognitive self-regulation, language self-efficacy, mastery and performance goal orientations and partially scalar invariance for task value. Older adolescents scored lower on metacognitive self-regulation, mastery and performance goals, and self-efficacy. Older students scored lower on metacognitive self-regulation via indirect effects through Cholesky decomposed motivational factors. Discussion: Self-efficacy, mastery and performance goals, and task value are similarly understood across adolescents in different age groups. Decreased mastery and performance goals and task value can lead to reduced metacognitive self-regulation in adolescents. The implications of the findings underscore the key role of making students more engaged with lessons' content in order to promote greater academic motivation and prevent decreases in metacognitive self-regulation.

Brain Network Interconnectivity Dynamics Explain Metacognitive Differences in Listening Behavior.

Complex auditory scenes pose a challenge to attentive listening, rendering listeners slower and more uncertain in their perceptual decisions. How can we explain such behaviors from the dynamics of cortical networks that pertain to the control of listening behavior? We here follow up on the hypothesis that human adaptive perception in challenging listening situations is supported by modular reconfiguration of auditory-control networks in a sample of N = 40 participants (13 males) who underwent resting-state and task functional magnetic resonance imaging (fMRI). Individual titration of a spatial selective auditory attention task maintained an average accuracy of ∼70% but yielded considerable interindividual differences in listeners' response speed and reported confidence in their own perceptual decisions. Whole-brain network modularity increased from rest to task by reconfiguring auditory, cinguloopercular, and dorsal attention networks. Specifically, interconnectivity between the auditory network and cinguloopercular network decreased during the task relative to the resting state. Additionally, interconnectivity between the dorsal attention network and cinguloopercular network increased. These interconnectivity dynamics were predictive of individual differences in response confidence, the degree of which was more pronounced after incorrect judgments. Our findings uncover the behavioral relevance of functional cross talk between auditory and attentional-control networks during metacognitive assessment of one's own perception in challenging listening situations and suggest two functionally dissociable cortical networked systems that shape the considerable metacognitive differences between individuals in adaptive listening behavior.

The Adaptation, Validity and Reliability Study of Turkish Metacognitive Beliefs about Health Anxiety Questionnaire (MCQ-HA). / Saglik Kaygisi Hakkinda Üstbilissel Inanislar Anketi (ÜBA-SK) Türkçe Formunun Uyarlama, Geçerlik ve Güvenirlik Çalismasi.

OBJECTIVE: The aim of the present study was to adapt the Metacognitive Beliefs about Health Anxiety Questionnaire (MCQ-HA) to Turkish, and to evaluate its psychometric properties. METHOD: The study consisted of 631 participants, 146 of whom were diagnosed with a physical illness, while 485 of whom did not have any physical illness. RESULTS: As similar to its original form, factor analysis results confirmed a three-factor structure in samples with and without physical illness, as well as in the total sample. Results of composite reliability, itemtotal correlation and test-retest analyses revealed acceptable reliability coefficients for the MCQ-HA. Convergent validity of the MCQHA was supported with significant correlations with health anxiety symptoms and somatosensory amplification both in physical illness and healthy samples. Result of discriminant validity analysis revealed that the MCQ-HA was able to differentiate individuals with high and low levels of health anxiety. Incremental validity examinations showed that the MCQ-HA accounted for additional variance in health anxiety after controlling for neuroticism. CONCLUSION: The Turkish form of the MCQ-HA has similar psychometric properties to its original form, and a valid and reliable assessment device to be used in studies focusing on health anxiety.

Metacognitive accuracy differences in Parkinson's disease and REM sleep behavioral disorder relative to healthy controls.

Background: Metacognition is the ability to monitor and self-assess cognitive performance. It can be impaired in neurodegenerative diseases, with implications for daily function, and the ability of patients to reliably report their symptoms to health professionals. However, metacognition has not been systematically assessed in early-mid stage Parkinson's disease (PD) and REM sleep behavioral disorder (RBD), a prodrome of PD. Objectives: This study aimed to evaluate metacognitive accuracy and self-confidence in PD and RBD patients across various cognitive tasks. Methods: We conducted detailed computerized cognitive assessments with 19 cognitive tasks within an established PD and RBD cohort. Participants self-rated their performance post-task. Metacognitive accuracy was calculated by comparing these ratings against objective performance and further analyzed against clinical and mental health factors. Results: PD and RBD patients' metacognitive accuracy aligned with control subjects. However, they exhibited lower confidence across cognitive domains, reflecting their reduced cognitive performance. A notable inverse correlation was observed between their confidence and MDS-UPDRS I and II scales and HADS anxiety and depression scores. Conclusion: Our findings indicate that patients with early to mid-stage PD and RBD are generally aware of their cognitive status, differing from other neurological disorders. The inverse relationship between patient confidence and symptoms of depression, anxiety, and daily life challenges underscores the impact of emotional and functional difficulties on their self-perception of cognitive abilities. This insight could be significant for understanding how these conditions affect mental health, aiding clinicians in developing more effective patient care strategies.

Examining interpersonal metacognitive monitoring in artificial grammar learning.

This study investigates the observers' ability to monitor the ongoing cognitive processes of a partner who is implicitly learning an artificial grammar. Our hypothesis posits that learners experience metacognitive feelings as they attempt to apply their implicit knowledge, and that observers are capable of detecting and interpreting these feelings as cues of the learner's cognitive state. For instance, learners might encounter affective signals linked to cognitive conflicts and errors at different processing stages, which observers can construe as manifestations of the learner's cognitive dissonance. The research involved 126 participants organized into dyads, with one participant acting as a learner, and the other as an observer. The observer's task was to judge whether the learner agrees with the information presented (consonance judgment) and was limited to reading the learner's nonverbal signals to avoid explicit mindreading. The findings suggest that observers possess mindreading abilities, enabling them to detect both learners' confidence and accuracy in stimuli classification. This extends our understanding of non-verbal mindreading capabilities and indicates that observers can effectively interpret early implicit metacognitive information, even in the absence of explicit self-evaluation from the learners. This research offers significant insights into how individuals interpret others' mental states during implicit learning tasks, particularly in the context of utilizing early affective cues within the Artificial Grammar Learning paradigm.

Development of the trainer skill evaluation scale for metacognitive training.

Aim: The purpose of this study is manifold: to develop a trainer skill rating scale for metacognitive training (MCT), to determine the difficulty level of the behavioral checklist, and to examine the reliability and validity of the MCT Trainer Skills Rating Scale. Method: In Study 1, an MCT trainer skill behavior checklist was developed with expert staff members, and a questionnaire was administered to MCT trainers. Item categorization was identical to that used in previous studies. In Study 2, a video was used to conduct the survey. All subjects were given a 1-hour training session, instructed on evaluating the MCT Trainer Skills Rating Scale, and asked to rate their trainer skills on a mock video designed for beginners and a mock video designed for advanced trainers. Result: In Study 1, responses from 49 respondents were obtained. The survey results showed that 72 items were classified similarly to previous studies. In Study 2, two pairs were randomly selected, and weighted kappa coefficients were calculated for the sub-items of the MCT Trainer Skills Rating Scale. High agreement was obtained with K = 0.71 and K = 0.73, indicating high reliability. Conclusion: High reliability was obtained for all eight items of the MCT Trainer Skills Rating Scale created in this study. In addition, the video evaluation scores for the advanced trainer were significantly higher than those for the beginner trainer, suggesting that discriminant validity was confirmed among the criterion-related validity. These results confirm that the scale has both high reliability and validity.

Metacognition and Mathematical Modeling Skills: The Mediating Roles of Computational Thinking in High School Students.

This study was to investigate the relationship between metacognition and the mathematical modeling skills of high school students, as well as the mediating role of computational thinking. A cluster sampling method was adopted to investigate 661 high school students, using the metacognition scale, computational thinking scale, and mathematical modeling skill test questions. The results showed that metacognitive knowledge and metacognitive monitoring had a direct and positive correlation with high school students' mathematical modeling skills. Additionally, the critical thinking dimension of computational thinking mediated the relationship between metacognitive knowledge, experience, monitoring, and mathematical modeling skills. These findings indicated that sufficient metacognition could improve the critical thinking of high school students' computational thinking and enhance their mathematical modeling skills.