Background Evidence suggests that metacognition is positively related to confidence and academic performance, but little is known about the impact of subjective well-being on adherence to programmes of instruction in general or to adherence to a metacognitive training programme in particular. Objective The small scale study was undertaken to investigate the impact of subjective well being (SWB; using the Positive Affect (PA) and Negative Affect (NA) Scale; PANAS) on adherence to a programme of metacognitive training and on prediction accuracy. Procedure Participants were asked to predict the submission date and grade for their next assignment and baseline measures of metacognitive awareness (using the Metacognitive Awareness Inventory; MAI) and SWB were taken. Participants were assigned to a 6-week metacognitive training programme which comprised completing a critical reflection, a reading and a questionnaire-type activity each week. Results Critical reflections were content analysed; baseline and post-study scores were compared, and predicted submission times and grades were compared with actuals. MAI scores increased significantly and were positively correlated with high PA and low NA. There was no significant relationship between prediction accuracy for submission time or grade with change in MAI scores. However, positive relationships were found between prediction accuracy for both submission time and grade with SWB. In addition, those with higher baseline SWB adhered to the training programme longer than those with lower baseline SWB. Conclusions SWB is a useful predictor of adherence to a programme of metacognitive training and on prediction accuracy.
|Title of host publication||1st Canadian Conference on Positive Psychology, July 2012, Ottawa, Canada|
|Publication status||Published - 1 Mar 2012|