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: This study examined the structural relationships between metacognition, brain-behavioral systems, and meta-emotion in adolescents with ADHD, with social support as a mediating variable.
 
Method: This descriptive-correlational study included 250 first- and second-year high school students with ADHD in Ardabil during the 2023–2024 academic year, selected via convenience sampling. Data were collected using standardized self-report measures and analyzed using SPSS-27 and LISREL 18.8.
 
Results: Metacognition and the Behavioral Activation System showed significant positive effects on positive meta-emotion and significant negative effects on negative meta-emotion. The Behavioral Inhibition System showed similar directional effects. Indirect effects through social support were significant (p < 0.01), and model fit indices indicated acceptable fit.
 
Conclusion: Metacognition, brain-behavioral systems, and social support play significant roles in shaping meta-emotional processes in adolescents with ADHD.

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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