The Relationship between Meta-Cognition, Mental Health and Self-Esteem in Students

Introduction: meta-cognition is a multifaceted concept. This concept includes knowledge, processes and strategies that evaluate, monitor or control the cognition. This study is done targeted the relationship between meta-cognitive beliefs and self-esteem and mental health of university students. Approach: This study was a descriptive-explanatory research and type of which is correlative, population of it is all undergraduate students at Islamic Azad University of Zanjan (Iran) in the academic year of 91_92, the 372 cases (203 males and 169 females) were selected as a stratified random sample method. Measurement tools used are Cartwright _Wales questionnaire of meta-cognitive beliefs (MCQ 30), Coopersmith self esteem (sei) and mental health (scl25). Data were analyzed with stepwise method by Pearson’s correlation coefficient and multiple regression analysis. Findings: Based on statistical analysis of Pearson’s correlation coefficient, there was a meaningful inverse correlation between meta-cognitive beliefs and mental health of university students, a meaningful positive correlation between meta-cognitive beliefs and self-esteem and also inverse meaningful correlation between mental health and self-esteem in university students. Using regression’s stepwise multivariate analysis also showed that about 30% of the variance in studentsʹ mental health can be explained by two variables of meta-cognition beliefs and self-esteem ( 2 R = 0.30), Similarly , 26% of the variance in self-esteem of students is explained in regression figure by two mental health and meta-cognition beliefs ( 2 R = 0.26). Conclusion: Meta-cognitive beliefs is one of the effective factors of mental health and could be acted as a general indicator of confidence, as by reforming and changing meta-cognitions that have increased negative thoughts and maladaptive ways of thinking, we can help students to improve and enhance their mental health.