Applied Psychology

Applied Psychology

The Effectiveness of Metacognitive Therapy on Mind Reading, Autobiographical Memory, and Cognitive Emotion Regulation in Students with Social Anxiety Disorder

Document Type : Original Article

Authors
Barzan Soleimani 1
Anvar Dastbaz 2
Hassan Gharibi 3
1 Master of Psychology, Department of Psychology, Faculty of Social Sciences, Razi University, Kermanshah, Iran
2 Assistant Professor, Department of Counseling, Faculty of Humanities and Social Sciences, University of Kurdistan, Sanandaj, Iran
3 Assistant Professor, Department of Psychology, Faculty of Humanities and Social Sciences, University of Kurdistan, Sanandaj, Iran
10.48308/apsy.2024.236968.1707
Abstract
Aim: This study aimed to examine the effectiveness of metacognitive therapy in improving mind reading, autobiographical memory, and cognitive emotion regulation in students with social anxiety disorder.
 
Method: The research employed a quasi-experimental pre-test, post-test, and follow-up design with a comparison group. The statistical population consisted of female high school students diagnosed with social anxiety disorder who were referred to educational counseling centers in Sanandaj during the 2022–2023 academic year. A total of 30 students were selected using purposive sampling and randomly assigned to either the experimental or comparison group. The experimental group received eight 90-minute sessions of metacognitive therapy, while the comparison group received no treatment. Participants completed assessments including a social anxiety questionnaire, an autobiographical memory test, the Cognitive Emotion Regulation Questionnaire, and the Reading the Mind in the Eyes Test at three time points: pre-test, post-test, and follow-up (four months after the post-test). Data were analyzed using repeated measures ANOVA.
 
Results: The findings indicated that metacognitive therapy significantly reduced social anxiety (p < 0.01) and led to significant improvements in autobiographical memory, mind reading, and cognitive emotion regulation (p < 0.01) in the experimental group. These effects were sustained over time.
 
Conclusion: The results suggest that metacognitive therapy is an effective intervention for students with social anxiety disorder. It is recommended for implementation in schools and counseling centers to enhance cognitive and emotional functioning in affected students.
Keywords
Meta-Cognitive Therapy
Autobiographical Memory
Mind Reading
Emotional Cognitive Regulation
Social Anxiety Disorder
Subjects
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