Results 111 to 120 of about 12,349 (255)

Do schema modes predict outcome of cognitive behavioural therapy in patients with obsessive–compulsive disorder and anxiety disorders?

British Journal of Clinical Psychology, EarlyView.
Abstract Objectives Cognitive behavioural therapy (CBT) is the psychological treatment of choice for patients with obsessive–compulsive disorder (OCD) or an anxiety disorder. However, a substantial group (30–40%) does not profit sufficiently. Predictors of outcome inform us about how to adapt interventions for this group.
Manon Peeters, Boris van Passel, Nancy Peeters, Julie Krans   +3 more
wiley   +1 more source

The Effect of Metacognitive Knowledge on Mathematics Performance in Self-Regulated Learning Framework-Multiple Mediation of Self-Efficacy and Motivation. [PDF]

Front Psychol, 2018
Tian Y, Fang Y, Li J.
europepmc   +1 more source

Developing a core outcome set for generalized anxiety disorder during the perinatal period: Identifying core treatment outcomes in perinatal anxiety

British Journal of Clinical Psychology, EarlyView.
Abstract Background Generalized anxiety disorder during the perinatal period (pGAD) is highly prevalent and associated with adverse outcomes for both mother/birthing person (BP) and child. Yet, most treatment studies rely on researcher‐selected outcomes that may not reflect patient priorities.
Emma M. Stallwood, Annaba Tasnia, Daniela Giansante, Briar E. Inness, Benicio N. Frey, Randi E. McCabe, Sheryl M. Green   +6 more
wiley   +1 more source

Relationships between metacognitive knowledge and school well-being: Meditating role of academic emotions

فصلنامه روان‌شناسی کاربردی, 2018
Aim: The purpose of this study was to investigate the mediating role of academic emotions in the relationship between metacognitive knowledge and school well-being in a causal model.
راضیه شیخ الاسلامی, محمد قنبری طلب   +1 more
doaj  

Imagery rescripting for generalized anxiety disorder: A case series

British Journal of Clinical Psychology, EarlyView.
Abstract Introduction This is the first clinical pilot to explore the feasibility, acceptability and preliminary efficacy of imagery rescripting in individuals with a diagnosis of generalized anxiety disorder (GAD). Methods Participants with GAD (N = 18) attended assessment and 10 weekly sessions of imagery rescripting with a psychologist in person or ...
L. Stavropoulos, A. B. Phipps, I. Sabel, D. D. J. Cooper, N. Briggs, J. M. Newby, J. R. Grisham   +6 more
wiley   +1 more source

Predictors of worry‐related safety behaviours and avoidance

British Journal of Clinical Psychology, EarlyView.
Abstract Objectives The purpose of this study was to examine the extent to which the primary mechanisms implicated in leading models of Generalized Anxiety Disorder (GAD) (i.e. cognitive avoidance, metacognitive beliefs and intolerance of uncertainty) uniquely predict reassurance seeking and other behaviours associated with worry (e.g.
Taylor Crawford, Christine Purdon
wiley   +1 more source

Faces and phases of epistemic curiosity in science learning: A longitudinal study

British Journal of Developmental Psychology, EarlyView.
Different faces of epistemic curiosity shape science learning across development. While early scientific reasoning depends on the joint action of interest‐type and deprivation‐type curiosity, science knowledge is robustly driven by interest‐type curiosity, revealing a developmental reweighting of motivational mechanisms.
Susanne Koerber, Christopher Osterhaus
wiley   +1 more source

Unravelling dynamic trajectories of epistemic emotions in a technology‐enhanced problem‐solving task: A multimodal data approach

British Journal of Educational Psychology, EarlyView.
Abstract Background Scholars have reached a consensus on the influential roles and dynamic characteristics of epistemic emotions during the problem‐solving process; however, few research provided empirical evidence to reveal the temporal progression of these emotions.
Tingting Wang, Jianhua Zhang, Shasha Li, Jie Gao, Lingyun Huang, Susanne P. Lajoie   +5 more
wiley   +1 more source

Parental rights or parental wrongs: Parents' metacognitive knowledge of the factors that influence their school choice decisions. [PDF]

PLoS One
Cash TN, Oppenheimer DM.
europepmc   +1 more source

Enjoyment and perceived teacher conflict shape early L2 English performance: A longitudinal study in primary school

British Journal of Educational Psychology, EarlyView.
Abstract Background Learning English as a second language (L2) is crucial in a globalized world. However, longitudinal evidence on how young learners' achievement emotions and perceived teacher–child relationship quality jointly shape L2 outcomes remains limited.
Fabiola Silletti, Gabrielle Coppola, Cristina Semeraro, Rosalinda Cassibba, Paola Palladino, Matteo Gatti, Pasquale Musso   +6 more
wiley   +1 more source