The Relationship Between Metacognitive Beliefs and Emotional Exhaustion and the Self-Worth with the Mediating Role of Cognitive Distortion in Female Student Teachers
Keywords:
Metacognitive Beliefs, Emotional Exhaustion, Self-Worth, Cognitive ErrorsAbstract
Objective: The present study aimed to investigate the relationship between metacognitive beliefs and emotional exhaustion and the self-worth, with the mediating role of cognitive distortion, in female student teachers.
Methodology: In terms of its purpose, this study is applied; in terms of data type, it is quantitative; in terms of design (nature), it is descriptive-analytical with a correlational approach; in terms of paradigm, it is positivist; and in terms of the time of data collection, it is cross-sectional. The statistical population consisted of all female student teachers in Zabol city, from which 300 respondents were selected as the sample size using minimum sample size calculation in structural equation modeling and a simple random sampling method. To collect data, standardized questionnaires were used, including the Metacognitions Questionnaire (Wells, 1997), Emotional Exhaustion Scale (Chen et al., 2019), Contingencies of Self-Worth Scale (Crocker et al., 2003), and Cognitive Distortion Scale (Abdollahzadeh & Salar, 2010). To assess validity, content validity (Lawshe's forms) and construct validity, including convergent and discriminant validity, were utilized. For reliability assessment, Cronbach’s alpha, composite reliability, and McDonald’s omega coefficients were used, and based on the findings, the questionnaires demonstrated acceptable validity and reliability. Data analysis methods included descriptive statistics (mean, standard deviation, skewness, and kurtosis) and inferential statistics for hypothesis testing (Pearson correlation and structural equation modeling) using SPSS version 27 and SmartPLS version 3.3.
Findings: The results showed a significant negative relationship between metacognitive beliefs and emotional exhaustion in female student teachers. There was also a significant positive relationship between metacognitive beliefs and the self-worth in this group. Moreover, a significant positive relationship was found between cognitive distortion and emotional exhaustion. Additionally, the findings indicated a significant negative relationship between cognitive distortion and the self-worth in female student teachers. Finally, the results revealed that the research model had a good fit.
Conclusion: These findings highlight the importance of enhancing metacognitive beliefs and reducing cognitive distortions to decrease emotional exhaustion and increase self-worth in female student teachers. Therefore, this study emphasizes the need to address cognitive and emotional processes in educational and support programs for this population.
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