Determining Structural Relationships of Metacognition and Brain-Behavioral Systems with Meta-Emotion in teenagers with Attention-Deficit/Hyperactivity Disorder: Mediating Role of Social Support

Document Type : Original Article

Authors

1 Ph.D Department of Psychology and Education of Exceptional Children, Faculty of Psychology and Educational Sciences, Allameh Tabataba’i University, Tehran, Iran

2 M.A.Student Department of Psychology, Ardabil Branch, Islamic Azad University, Ardabil, Iran.

3 M.A. in Psychology and Education of Exceptional Children, Faculty of Literature and Humanities, university of Guilan, Rasht, Iran

4 Professor, Department of Psychology, Faculty of Literature and Humanities, University of Guilan. Rast, Iran

Abstract

Aim: The present study was conducted with aim of determining structural relationships of metacognition and brain-behavioral systems with meta-emotion in teenagers with attention deficit/hyperactivity disorder (ADHD) with mediating role of social support in Ardabil city.
Method: current research is a descriptive correlational type of research. Statistical population included all the students of the 1st and 2nd high-school in Ardabil city in the academic year 2023-2024, and 250 students were selected as a sample using available sampling method. To collect data from the self-report questionnaires of Achenbach's teenager behavioral problems (1991), meta-emotion Mitmansgruber et al. perception (1988) was used. Data analysis was done using SPSS-27 and Lisrel 18.8 software.
Results:  Findings showed that metacognition and the Behavioral Activation System have a direct, positive, and significant effect on positive meta-emotion and a direct, negative, and significant effect on negative meta-emotion. Also, the Behavioral Inhibition System has a direct, positive, and significant effect on positive meta-emotion and a direct, negative, and significant effect on negative meta-emotion. The model fitting indicated that metacognition and behavioral brain systems have a significant indirect effect on meta-emotion through the mediation of social support (P < 0.01).
Conclusion: Based on the findings of the present study, metacognition, behavioral brain systems, and social support can play an effective role in the meta-emotion of adolescents with Attention Deficit/Hyperactivity Disorder.

Keywords

Main Subjects

References

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Applied Psychology
Volume 19, Issue 3 - Serial Number 75
September 2025
Pages 117-144

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