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Prediction of Psychological Disorders Based on Meta-cognitive Components in the Elderly of Tehran

محل انتشار: مجله بین المللی علوم رفتاری، دوره: 12، شماره: 3
سال انتشار: 1397
نوع سند: مقاله ژورنالی
زبان: انگلیسی
مشاهده: 82

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لینک ثابت به این مقاله:
https://civilica.com/doc/1731333

شناسه ملی سند علمی:

JR_BEHAVS-12-3_004

تاریخ نمایه سازی: 28 مرداد 1402

چکیده مقاله:

Abstract Introduction: The purpose of this study was to predict disorders in the elderly with respect to psychological disorders. Method: The method used for the research was descriptive correlational analysis. The statistical population of this study included all the Tehran's elderly during ۲۰۱۸, among which ۳۰۰ were selected by stratified random sampling method. The measurement instruments were the psychological Symptoms Checklist (SCL-۹۰-R) and the Meta-Cognitions Questionnaire of Wells (MCQ). Multiple regression analysis was used as the statistical method to analyze the data. Results: Results revealed that there is a positive and significant relationship between the components of meta-cognition and psychological disorders. The components of positive beliefs, uncontrollable beliefs and cognitive beliefs were significant for all the components of psychological disorders. However, the components of negative beliefs did not have a significant effect on physical complaints and aggression, and the cognitive component had no significant effect on sensitivity in relationships and aggression. Conclusion: According to the findings of this research, it is concluded that metacognitive beliefs play an important role in the prediction of mental disorders in the elderly.

کلیدواژه ها:

Keywords: Elderly ، meta-cognition ، psychological disorders

نویسندگان

Yalda Tangestani

PhD Student, Department of Educational Psychology, Faculty of Educational Science and Psychology, Allameh Tabataba&#۰۳۹;i University, Tehran, Iran

Abdollah Moatamedy

Department of Educational Psychology, Faculty of Educational Science and Psychology, Allameh Tabataba&#۰۳۹;i University, Tehran, Iran

Ahmad Borjali

Department of Educational Psychology, Faculty of Educational Science and Psychology, Allameh Tabataba&#۰۳۹;i University, Tehran, Iran

Faramarz Sohrabi-Asmarodi

Department of Educational Psychology, Faculty of Educational Science and Psychology, Allameh Tabataba&#۰۳۹;i University, Tehran, Iran

Ali Delavar

Department of Educational Psychology, Faculty of Educational Science and Psychology, Allameh Tabataba&#۰۳۹;i University, Tehran, Iran

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