Cognitive psycholog
Mohammad Sadegh Ataee; Mohammad Hossein Abdollahi; Jafar Hasani; Valiollah Ramezani
Abstract
The aim of this study was to investigate the effect of emotional experience induction on working memory performance with regard to students' positive and negative metacognitive beliefs. The present study is an semiexperimental study of pretest-posttest type with a control group. The statistical population ...
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The aim of this study was to investigate the effect of emotional experience induction on working memory performance with regard to students' positive and negative metacognitive beliefs. The present study is an semiexperimental study of pretest-posttest type with a control group. The statistical population of the study was students of Kharazmi University. 80 subjects were screened using the Wells (1997) standard metacognitive questionnaire into 4 groups of positive high, positive low, negative high, and negative low metacognitive beliefs. ANOVA with repeated measures was used to analyze the data. According to the research findings, in the group with high characteristics of positive metacognitive beliefs, working memory performance increased significantly after positive emotional induction, but no change in memory performance was observed after negative emotional induction. In the group with low characteristics of positive metacognitive beliefs, working memory performance increased significantly after positive emotional induction and decreased significantly after negative emotional induction. In the group with high characteristics of negative metacognitive beliefs, working memory performance did not change after positive emotional induction but decreased significantly after negative emotional induction. In the group with low characteristics of negative metacognitive beliefs, working memory performance increased significantly after positive emotional induction and decreased significantly after negative emotional induction. According to the results of the study, memory performance in students with positive metacognitive beliefs is more influenced by positive emotional experiences, and in students with negative metacognitive beliefs, it is dependent on the induction of negative emotions.
