Metacognitions Questionnaire Research Articles

The Impact of the COVID-19 Pandemic on Quality Education of the Medical Young Generation.

(1) Generating the need to impose social distancing to reduce the spread of the virus, the COVID-19 pandemic altered the ways in which the teaching process normally happens. The aim of our study was to determine the impact of online teaching on medical students during this period. (2) Our study included 2059 medical, dental and pharmacy students from the University of Medicine and Pharmacy "Grigore T. Popa", Iasi, Romania. We used a modified metacognition questionnaire after translation into Romanian and validation. Our questionnaire included 38 items, and it was divided into four parts. Academic results and preferences regarding the on-site or online courses, information regarding practical training, self-awareness in terms of one's feelings such as anger, boredom and anxiety and also substance use linked to online teaching, and contextualization of the relationship with colleagues, teachers, friends and family were among the most important points evaluated. A comparison was made between preclinical and clinical students. A five-item Linkert-like scale was used for rating the answers in the last three parts that evaluated the impact of the SARS-CoV-2 pandemic on the educational process. (3) Preclinical medical students, compared to preclinical dental students, obtained statistically significant improvements in their evaluation results, with fewer failed exams (p < 0.001) and with similar results being obtained by comparing dental with pharmacy students. All students obtained statistically significant improvements in their academic results during the online evaluation. A statistically significant increase in anxiety and depression with a p-value of <0.001 was registered among our students. (4) The majority found it difficult to cope with this intense period. Both teachers and students found it difficult to adjust on such short notice to the challenges posed by the new concept of online teaching and learning.

Impact of Metacognition on Health-Related Behavior: A Mediation Model Study.

The study aims to explore the correlation mechanism among metacognition, attitude toward physical exercise, and health-related behavior in high school students. A total of 869 students (17 ± 1.70) from Anhui, Zhejiang, Shandong, and Fujian provinces were selected by stratified sampling to complete the Metacognition Questionnaire, Health-Related Behavior Self-Rating Scale, Attitude Toward Physical Exercise Scale, and Depression-Anxiety-Stress Scale (Simplified Chinese version, DASS-21). (1) Metacognition was negatively predictive of attitude toward physical exercise and health-related behavior (β = -0.236, P < 0.01; β = -0.239, P < 0.01) but positively predictive of negative emotion (β = 0.496, P < 0.01); (2) attitude toward physical exercise was positively predictive of health-related behavior (β = 0.533, P < 0.01) but negatively predictive of negative emotion (β = -0.336, P < 0.01); and (3) negative emotion was negatively predictive of health-related behavior (β = -0.389, P < 0.01). Metacognition not only has a directly predictive effect on health-related behavior but also predicts it through attitude toward physical exercise. Negative emotion also mediates the relationship between metacognition and attitude toward physical exercise.

The role of metacognitions in cyberbullying and cybervictimization among adolescents diagnosed with major depressive disorder and anxiety disorders: A case-control study.

Cyberbullying is becoming increasingly widespread as individuals use technology more widely and frequently. Recent studies have shown a growing vulnerability for cyberbullying and cybervictimization, particularly in the adolescent population. We argue that dysfunctional metacognitions, which have been found to be prominent in various psychiatric disorders, may also play a role in predicting cyberbullying and cybervictimization over and above a variety of established factors including daily Internet use, social media use, depression and anxiety. For this purpose, we recruited 121 adolescents diagnosed with major depressive disorder (MDD) and 122 adolescents diagnosed with anxiety disorders (AD) from the child and adolescent psychiatric department of 'Çankırı State Hospital' along with age and gender matched healthy controls (n = 120). Participants completed the DSM-5 Depression and Anxiety Severity Scales, the Social Media Disorder Scale (SMDS), the Metacognitions Questionnaire for Children (MCQ-C) and the Revised Cyberbullying Inventory-II (RCBI-II). Cybervictimization scores were found to be higher in the MDD and AD groups when compared with healthy controls. Cyberbullying scores in the MDD group were higher than healthy controls. Additionally, the Superstition, Punishment and Responsibility subdimension of the MCQ-C was a significant predictor of cybervictimization in the AD group while controlling for daily Internet use, social media use and anxiety. However, metacognitions were not associated with cyberbullying in the MDD and AD groups, as well as with cybervictimization in the MDD group. We concluded that dysfunctional metacognitions may be a preventive therapeutic target in reducing the impact of cyberbullying in adolescents with AD.

Investigating the relationship between burnout, internalized shame and metacognitive beliefs on emotion regulation in women affected by marital infidelity

Objective: This research investigated the relationship between boredom, internalized shame, and metacognitive beliefs on emotion regulation in women affected by marital infidelity. Method: The research method was descriptive and correlational. The statistical population included all betrayed women in Tehran province in 2022; 242 were selected by snowball sampling method. Cook’s (1988) Internalized Shame Scale (ISS), Garnefski, Kraaij &amp; Spinhoven’s (2001) Cognitive Emotion Regulation Questionnaire (CERQ), Cartwright-Hatton, Wells’ Meta-Cognitions Questionnaire (MCQ) and Pines’ (1996) Couple Burnout Measure (CBM) were used to collect information. The data were analyzed with with SMART-PLS and SPSS-22 software using SEM method. Results: The findings showed a significant relationship between internalized shame, metacognitive belief, and fear with emotion regulation. The results show that betrayed women express their positive emotions less and express positive emotions less often. Conclusion: Various factors are involved in controlling these women’s feelings and emotions, which requires more consideration in examining these factors to help this vulnerable group.

Effect of CBT on Metacognitive Beliefs in Depressive Disorders.

Metacognitive beliefs operate through cognitive attentional syndrome, where attention concentrated on negative automatic thoughts results in rumination. This perseverative thinking style manifesting in the form of rumination and worry intensifies depression. This study aims to assess the effect of cognitive behaviour therapy (CBT) on metacognitive beliefs, symptom severity, quality of life, and functionality. A pre-post study design comparing CBT-alone and CBT-with-medication was employed using purposive sampling to recruit 40 participants diagnosed with depressive disorders. All the participants received 10 sessions of CBT. Pre and post assessment measures were Beck Depression Inventory-II, Metacognitive Questionnaire-30, World Health Organization Quality of Life- Brief, and Global Assessment of Functioning. Paired t-test analysis revealed significant difference on outcome measures in both groups. Between-subject analysis revealed that the CBT-alone group was not significantly different in terms of improvement than CBT-withmedication group even when confounding variables were statistically controlled by way of testing analysis of covariance and propensity score match (nearest neighbour match). Keywords: Cognitive behaviour therapy, metacognition, depressive disorders, metacognitive beliefs, depression, quality of life.

Validation and clinical application of the Metacognitions Questionnaire in a sample of Brazilian generalized anxiety disorder patients: the effects of different treatment interventions.

Metacognitive beliefs about worry may trigger anxiety. However, the effect of generalized anxiety disorder (GAD) treatment on metacognition has not yet been investigated. To validate the Metacognitions Questionnaire (MCQ-30) in a Brazilian GAD sample and verify whether different interventions reduce metacognitive beliefs. We recruited 180 GAD individuals and randomized them to Body in Mind Training (BMT), Fluoxetine (FLX), or an active control group (Quality of Life [QoL]) for 8 weeks. The MCQ-30 was assessed for internal consistency, was evaluated with confirmatory and exploratory factor analyses, and was tested for convergent validity with the Penn State Worry Questionnaire (PSWQ). Generalized estimating equations (GEE) were employed to analyze differences after the interventions. The MCQ-30 demonstrated good internal consistency and acceptability; the original five-factor model was supported. There was a positive moderate correlation between MCQ-30 scores and worry. GEE showed a significant group x time interaction (p < 0.001). Both BMT (mean difference [MD] = -6.04, standard error [SE] = -2.39, p = 0.034) and FLX (MD = -5.78, SE = 1.91, p = 0.007) reduced MCQ-30 scores. FLX was superior to QoL, but not BMT, at weeks 5 and 8. There were no differences between BMT and QoL. The Brazilian-Portuguese version of MCQ-30 showed good psychometric properties. Furthermore, the positive effect of FLX and BMT on metacognition suggests it may represent a potential therapeutic target.

Developing a model about Academic Performance, based on Screen time, metacognition and Mindfulness: The Mediating Role of Self-esteem, Self-regulation in high school

Background and Aim: Academic performance is considered one of the important variables in achieving job success and social acceptance in any society, so that sometimes academic performance is considered equivalent to academic success. The aim of the current research was to determine the formulation of the academic performance model based on the duration of using screens, metacognition and the conscious mind with the mediation of self-esteem and self-regulation in adolescents. Methods: The current research was of correlation and structural equations type. The statistical population of the research included second grade high school students in Tehran in the academic year 2020-2021, 517 of whom were selected by multi-stage cluster sampling. In order to collect the data required for this research, the Freiburg Mindfulness Questionnaire (2001), the Dortaj Academic Performance Questionnaire (2005), the Cooper Smith Self-Respect Questionnaire (2017), the Wells Metacognition Questionnaire (2004), and the questionnaire for the duration of using Tirgar screens (2018) and the self-regulation questionnaire of Miller and Brown (1992) was used. Data were analyzed using Pearson correlation test and path analysis. Results: The results showed that the direct paths of metacognition, mindfulness and the duration of using screens are significant with academic performance (P&lt;0.01) and the indirect effect of metacognition, the duration of using screens and mindfulness with The mediation of self-respect is significant (P=0.20) and it showed its mediating role well, while although self-regulation has a direct effect on academic performance, it cannot indirectly affect academic performance as a mediating variable. Academic performance has an effect. Conclusion: It can be said that the duration of using screens and metacognition and mindfulness, along with other factors such as self-esteem and self-regulation, play a key role in academic performance, and it seems that the role of self-esteem is more important. Therefore, in order to increase academic performance, it is necessary to pay attention to these factors in improving the academic performance of students.

Relationships between Age, Subjective Memory, Metacognition and Thought-Action Fusion

It is unclear how the relationships between age and metacognitive beliefs are affected by beliefs about memory. To examine this question, we measured beliefs about memory (reliability of memory and retrospective changes in memory), metacognitive beliefs (using the Metacognitions Questionnaire-30 [MCQ-30]) and Thought-Action Fusion (TAF) in a large sample of participants (n = 812) over a wide age range (17-64 years) using a cross-sectional design. Participants who reported positive beliefs regarding memory reliability and retrospective changes in memory had more positive MCQ-30 scores.

Factors associated with the high susceptibility to depression of women during the perimenopause.

This study investigated the factors associated with the high susceptibility of perimenopausal women to depression. A total of 66 perimenopausal women participated in this study. The Zung self-rating depression scale (SDS) was used to evaluate the intensity of depressive symptoms. The modified Kupperman index (KI) was used to assess common perimenopausal symptoms. Psychosocial factors were assessed via the Eysenck Personality Questionnaire, attitudes toward menopause checklist, and metacognition questionnaire (MCQ). Levels of serum estradiol, testosterone, and progesterone were determined. There were statistically significant associations between SDS standard score and the KI scale score (β=.361, p=.001), years of education (β=-.309, p=.005), and F3 cognitive self-consciousness score of MCQ (β=-.234, p=.032; adjusted R2 =.264, F=8.759, p<.001). High susceptibility to depression of perimenopausal women may be related to lower educational level, more severe perimenopausal symptoms, and altered metacognition.

The relationship between difficulty in emotion regulation and metaworry and the tolerance of ambiguity in patients with schizophrenia

Introduction: Schizophrenia is a complex mental disorder, and one of the variables that are important in people with schizophrenia is emotional self-regulation. On the other hand, another study has shown that there is a relationship between emotion regulation disorder and ambiguity intolerance. Aim: The purpose of this study was to investigate the relationship between emotion regulation and meta-concern in the tolerance of ambiguity in patients with schizophrenia. Method: The present study was a correlational study and a cross-sectional study was conducted. The research population was schizophrenic patients referred to the Forghani-Nekoui Psychiatric Center in Qom in 2020. The sample of the study was 141 hospitalized patients or referred to a psychiatric center, which were selected using the convenience sampling method. In order to collect information, Questionnaires on Difficulty in Emotion Regulation Scale, Wells' Metacognitions Questionnaire and Ambiguity Tolerance Questionnaire were used. Research data were analyzed using pathway analysis with PLS software. Results: The average score of the difficulty in performing purposeful behaviors in times of helplessness was 54.1±21.63 and the average score of the difficulty in controlling impulsive behaviors in times of helplessness was 67.27±19.27. The average score of the ambiguity tolerance questions was 25.12±4.32. No significant relationship was found in the relationship between the variables, difficulty of emotion regulation and transcendence, difficulty of emotion regulation and tolerance of ambiguity. The only significant relationship was shown between the effect of meta-worry on the ambiguity tolerance (P=0.049). Conclusion: Therefore, it can be concluded that these patients, as mentioned, have less capacity to tolerate ambiguity and meta-worry. It is suggested to pay more attention to these aspects in the treatment of schizophrenia patients.

The effect of mindfulness and metacognition on anxiety symptoms: a case-control study

BackgroundAnxiety disorders (ADs) are associated with numerous psychiatric disorders; despite the efforts in psychotherapy models targeting their etiology, novel treatment strategies are still developing. We aimed to assess whether mindfulness and metacognition differ between patients with ADs and healthy controls (HCs) and whether the symptom severity of ADs is related to mindfulness and metacognition among patients. Two-hundred participants were enrolled in this study. Structured clinical interview, sociodemographic form, Five Facet Mindfulness Questionnaire-Short Form, Metacognition Questionnaire-30, and Hamilton Anxiety Rating Scale were administered. Multivariate analysis of covariance was conducted to compare the groups in terms of mindfulness and metacognition. Correlation and multiple linear regression analyses were performed to measure the association between the variables.ResultsThe main finding indicates that positive beliefs about worry are associated with reduced symptom severity of ADs. Furthermore, HCs have more positive beliefs about worry and nonjudging of inner experience compared to patients with ADs, who utilize negative beliefs about uncontrollability and danger and need to control thoughts to a greater extent.ConclusionsThis study demonstrates that dysfunctional metacognitive beliefs may influence the anxiety severity of adult patients. We suggest that focusing on reducing maladaptive metacognitions may be supportive of AD improvement.

A Descriptive Panorama of Metacognitive Knowledge among Students in the Moroccan University

One of the key concerns of second language acquisition research is language learning strategies and the extent to which these strategies lead to successful language learning and academic achievement. Indeed, there is a consensus among researchers that learners who take charge of their own learning are academically more likely to succeed than their counterparts. In this respect, a large body of research has proven that metacognitive knowledge is critical in language learning. For this reason, this study is conducted, which is exploratory in nature. It aims at describing Moroccan English department students’ metacognitive knowledge across three geographically distinct schools of art and humanities. Henceforth, the study included 136 participants belonging to three universities, mainly Kenitra, Meknes, and Oujda. To answer the research questions of this study, the respondents were asked to complete a self-report metacognitive questionnaire with a focus on argumentative writing. Findings displayed that Moroccan English university students’ metacognitive knowledge is strong. Furthermore, this study indicated that when age is at play, adults have higher metacognitive knowledge than young learners.

Comparison of Obsessive-Compulsive Disorder and Schizophrenia With Comorbid Obsessive-Compulsive Disorder in Terms of Insight, Metacognitive Beliefs, and Clinical Features.

The aim was to compare insight levels into obsessive-compulsive symptoms (OCS), and metacognitions of patients with obsessive-compulsive disorder (OCD) and with schizophrenia with comorbid OCD (SZ-OCD). Thirty OCD patients and 30 SZ-OCD patients were evaluated; no significant difference was found between the groups in the Brown Assessment of Beliefs Scale (BABS) and the Metacognition Questionnaire-30 (MCQ-30). When all patients were divided into two groups regardless of the presence or absence of schizophrenia as "good insight" and "poor or no insight," the MCQ-30 total score was found to be higher in the "poor or no insight" group and showed a significant but moderate positive correlation with the BABS score. This study supports that the level of insight into OCS in SZ-OCD is not significantly different from patients with OCD. Metacognitions differ not according to the distinction between OCD and SZ-OCD but according to the level of insight in whole OCD sample.

Multiple influences of working memory capacity on number comprehension: The interplay with metacognition and number-specific prerequisites

A wide literature has studied the predictors of number comprehension and early math learning by considering both domain-general and number-specific prerequisites. However, a consensus has not been reached regarding the specific contribution of these prerequisites. This study aimed to analyze the contribution and interplay of two domain-general functions, working memory (WM) and metacognitive abilities, and number-specific prerequisites in determining number comprehension. The participants, 126 Italian first-graders, were tested on two WM capacity tasks, an early metacognition questionnaire, five number-specific prerequisites tasks (e.g., quantity and/or size comparison; placement of Arabic numeral), and the Number Knowledge Test for whole-number comprehension. We hypothesized that WM capacity would predict number comprehension both directly and indirectly via metacognition and domain-specific prerequisites. This is because both metacognition and domain-specific prerequisites might place an information load on WM to establish schemes for declarative metamemory and metacognitive monitoring and for emerging counting skills, respectively. The results confirmed these hypotheses. WM capacity was positively associated with number comprehension both directly and via increased metacognition and domain-specific prerequisites. These findings offer a model for interpreting the interplay between domain-general and number-specific predictors of whole-number comprehension, but they also underline the multiple ways in which WM capacity affects it.

The Investigation of Psychometric Properties of the Metacognitions Questionnaire in 9-13-Year-Old Children

Background and Objectives: Metacognition as a process involved in “thinking about own thinking”, has an important role in various psychopathologies in children. This study aims to evaluate the psychometric properties of the Persian version of Metacognitions Questionnaire for Children (MCQ-C) for Iranian children. Methods: Participants were 338 children aged 9-13 years who were randomly selected from primary schools in Qom, Iran. First the MCQ-C was translated to Persian and then back translated into English. After confirming translation, the final draft was administered to 350 children. psychometric properties including construct validity using confirmatory factor analysis (CFA), convergent validity, internal consistency, and test-retest reliability were measured. Data analysis was done in SPSS v.21 and Amos v.24 applications, Results: The results of CFA showed the relative fitness of the model. Correlation coefficients indicated favorable convergent validity of the questionnaire. Cronbach’s alpha coefficient for the whole questionnaire was 0.77 and the three-week test-retest reliability was 0.70, indicating the good reliability of the questionnaire. Conclusion: The Persian MCQ-C has appropriate psychometric properties for Iranian children. It can be used in research and psychotherapy in the field of Iranian children’ psychopathologies, especially anxiety disorders.

The Nexus Between Metacognition and Procrastination

This research examined the effects of metacognition on procrastination and also investigated how metacognition plays an integral role in the development of procrastination. The study also examines the moderating roles of metacognition and gender on procrastination. The sample was selected by using two-way cluster sampling, i.e., 254 students (74 males and 180 females) from the Islamia University of Bahawalpur. Participants were given the Tuckman Procrastination Scale (Tuckman, 1991) and the Metacognition Questionnaire-30 (MCQ-30) (Wells &amp; Cartwright Hatton, 2004). Results indicated that and metacognition both have a negative correlation with procrastination. In sum, the present findings provide adequate understanding of the relationship between some positive and negative impacts of metacognition on procrastination. The implications of the findings are discussed, and recommendations are taken into consideration for future research.

Metacognitions associated with reproductive concerns: A cross-sectional study of young adult female cancer survivors in China.

ObjectiveCancer and its treatments affect patients’ fertility potential. This study examined the prevalence of reproductive concerns and their relationship with metacognitions among Chinese young adult female cancer survivors (YAFCS).MethodsA total of 318 YAFCS (aged 18–39) completed an online survey from March to December 2021. Participants reported sociodemographic characteristics, reproductive concerns and metacognitions. Reproductive concerns were measured using the Reproductive Concerns after Cancer scale (RCAC), and metacognitions were measured by the Short Form of Metacognitions Questionnaire (MCQ-30). We used Pearson correlation analysis to examine associations between metacognitions and reproductive concerns across multiple domains and multivariable linear regression to determine the influencing factors of reproductive concerns.ResultsThe mean score of reproductive concern among YAFCS was 49.97 ± 12.52. A total of 57.9% of participants reported a high level of concern regarding at least one dimension of reproductive concerns, and they were most concerned about their child’s health and least concerned about partner disclosure of fertility status. We also found a moderate association between RCAC and MCQ-30 scores (r = 0.408, p < 0.001). In multivariate analyses, metacognitions, especially negative metacognitive beliefs had an impact on reproductive concerns among YAFCS (p < 0.001).ConclusionHigher reproductive concerns were associated with higher metacognitions among YAFCS, especially with negative metacognitive beliefs. Oncology professionals should pay attention to assessing reproductive concerns in patients who want to have children or who have no children. Moreover, metacognitive beliefs may be an intervention target for alleviating reproductive concerns among YAFCS.

Beliefs About the Need to Control One’s Thoughts and Cognitive Self-consciousness Are Associated with Sexual Stigma

IntroductionSexual stigma has been found to be related to a variety of factors including age, ethnicity, religion, gender, and education. However, we still know relatively little about the association of cognitive constructs with homonegativity. In the current study, we aimed to explore the associations between metacognitions and sexual stigma among young adults.MethodsFive hundred thirty-eight individuals participated in the study. The following self-report measures were administered: Attitudes Toward Lesbians and Gay Men-Short Version (ATLG-S), Hudson and Ricketts Homophobia Scale (HRHS), and the Metacognitions Questionnaire 30 (MCQ-30). Pearson product-moment correlations and multiple linear regression analyses were run to explore the associations between ATLG-S, HRHS, and MCQ-30.ResultsNegative beliefs about thoughts and beliefs about the need to control thoughts were correlated with ATLG-S and HRHS scores; however, multiple linear regression analyses demonstrated that beliefs about the need to control thoughts and cognitive self-consciousness were associated with ATLG-S and HRHS scores after controlling for sociodemographic variables including age, gender, and education.ConclusionWe concluded that the beliefs about the need to control thoughts and cognitive self-consciousness may play a significant role in sexual stigma. Psychological techniques which are aimed at specific metacognitions and mindfulness may help reduce sexual prejudice among young adults.

A-294 Mind-Wandering in Autism Spectrum Disorder: An Exploratory Multi-Case Study

Abstract Objective: Executive dysfunction has become a recent topic of interest in autism spectrum disorder (ASD) due to proposed contributions to functional impairments and decreased quality of life. Executive function in ASD is not conclusive; thus, a novel performance measure to explore a constellation of executive function subsets is mind-wandering. This multi-case study aimed to explore mind-wandering through the executive failure hypothesis and the meta-awareness hypothesis with autistic teens and young adults. Methods: Six autistic individuals with intact intellectual functioning were extensively investigated using a sustained attention task, thought probes, open-ended interviews, and retrospective trait questionnaires. Inclusion criteria included an FSIQ &amp;gt; 80 on either the WISC-V or WAIS-IV. Executive function was measured using the DKEFS Verbal Fluency subtest. Retrospective trait questionnaires included: Metacognitions Questionnaire-30, Spontaneous and Deliberate Mind-Wandering Scales, and Mind Excessively Wandering Scale. Results: Responses revealed that the sampled autistic individuals engaged in a variety of task-related, task-unrelated, intentional, unintentional, directed, and undirected mind-wandering events, both with and without awareness. Notably, autistic individuals in this sample reported engaging in intentional mind-wandering without awareness as well as unintentional mind-wandering despite exceptional executive functioning, raising questions about the validity of the executive failure and meta-awareness hypotheses in ASD. Conclusion: Overall, despite underlying difficulties in executive control and meta-awareness, autistic individuals in this multi-case study successfully reported on their own experience of thought and were able to exert control over their own thinking. As such, future research should further explore how extent of mind-wandering ability may relate to cognitive-based interventions as well as diagnostic differentials within ASD.

The metacognitive link between co-occurring intra- and interpersonal symptoms in major depression

ObjectivesCo-occurring symptoms in depressed people currently in a relationship are sometimes considered to be due to interpersonal variables like dyadic adjustment, or intrapersonal factors such as a lack of dispositional mindfulness. Recent theories of emotional distress have, however, proposed that metacognitive beliefs could be a better link between these frequently co-occurring symptoms in major depression. MethodsIn a French sample of depressed inpatients currently in a relationship (n=30), we conducted a mediation analysis to assess whether the score of the Metacognitions Questionnaire-30 mediated the relation between on the one side the Beck depression inventory and on the other side the dyadic adjustment scale, the Beck anxiety inventory, and the five facets mindfulness questionnaire. ResultsBy using a multiple linear regression and the Sobel test, we found that the Metacognitions Questionnaire fully mediated the association of depression severity with both anxiety and the affectionate expression of the Dyadic Adjustment Scale, and partially mediated that of the Five Facets Mindfulness Questionnaire with depression severity. ConclusionsThese results obtained in a clinical sample gave support for the mediating role of dysfunctional metacognitive beliefs on some aspects of depressive symptomatology, as well as the likely metacognitive nature of important dispositional mindfulness facets. Limitations of this study are discussed, including its cross-sectional design as well as its sample size.