Volume 12, Issue 3 (September 2025)
Health Spiritual Med Ethics 2025, 12(3): 207-214 |
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Jalili F, Rabiei M, Abedi F. Explaining the Role of Religious Metacognition in Hope and Anxiety in Students. Health Spiritual Med Ethics 2025; 12 (3) :207-214
URL: http://jhsme.muq.ac.ir/article-1-614-en.html
URL: http://jhsme.muq.ac.ir/article-1-614-en.html
1- Department of Psychology & Counseling Education, Faculty of Educational Sciences & Psychology, Farhangian University, Tehran, Iran. & Assistant Professor, Department of Psychology Education, Farhangian University, P.O. Box 889-14665, Tehran, Iran , farokhro.jalili@cfu.ac.ir
2- Department of Elementary Education, Faculty of Educational Sciences & Psychology, Farhangian University, Tehran, Iran. & Bachelor of Arts in Elementary Education, Farhangian University, Tehran, Iran, Bachelor of Arts in Elementary Education, Farhangian University, Tehran, Iran
2- Department of Elementary Education, Faculty of Educational Sciences & Psychology, Farhangian University, Tehran, Iran. & Bachelor of Arts in Elementary Education, Farhangian University, Tehran, Iran, Bachelor of Arts in Elementary Education, Farhangian University, Tehran, Iran
Abstract: (578 Views)
individual performance, identifying the factors that influence these two components is crucial. One such factor is religious metacognition, which refers to an individual’s ability to reflect on, evaluate, and regulate religious thoughts and emotions. Therefore, this study aimed to examine the relationship between religious metacognition, hope, and anxiety among university students.
Methods: This descriptive-correlational study was conducted on students at Farhangian University in South Khorasan in 2024. The statistical population consisted of 1 820 students, from which 239 participants (120 females and 115 males) were selected using stratified sampling. Data on religious metacognition, hope, and academic anxiety were collected using standardized questionnaire. Pearson correlation and multiple regression analyses were used to analyze the data.
Results: The results indicated a significant positive relationship between religious metacognition and hope (β=0.67, R²=0.459, P<0.05), and a significant negative relationship between religious metacognition and anxiety (β=-0.64, R²=0.408, P<0.05). In other words, religious metacognition accounted for 45.9% of the variance in hope and 40.8% in anxiety.
Conclusion: The results showed that religious metacognition is crucial in promoting students’ mental health. These abilities are associated with increased hope and reduced anxiety. Strengthening religious metacognition is an effective factor in improving students’ mental health.
Methods: This descriptive-correlational study was conducted on students at Farhangian University in South Khorasan in 2024. The statistical population consisted of 1 820 students, from which 239 participants (120 females and 115 males) were selected using stratified sampling. Data on religious metacognition, hope, and academic anxiety were collected using standardized questionnaire. Pearson correlation and multiple regression analyses were used to analyze the data.
Results: The results indicated a significant positive relationship between religious metacognition and hope (β=0.67, R²=0.459, P<0.05), and a significant negative relationship between religious metacognition and anxiety (β=-0.64, R²=0.408, P<0.05). In other words, religious metacognition accounted for 45.9% of the variance in hope and 40.8% in anxiety.
Conclusion: The results showed that religious metacognition is crucial in promoting students’ mental health. These abilities are associated with increased hope and reduced anxiety. Strengthening religious metacognition is an effective factor in improving students’ mental health.
Type of Study: Original Article |
Subject:
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Received: 2025/02/24 | Accepted: 2025/06/29 | Published: 2025/09/1
Received: 2025/02/24 | Accepted: 2025/06/29 | Published: 2025/09/1
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