How to run parallel analysis in spss 24 version
Robust and reliable positive associations have been demonstrated between MCQ metacognition domains and symptoms of anxiety (Wells, 2005) and mood disorders (Papageorgiou & Wells, 2003), and more recently, this has been extended to psychotic symptoms (Morrison, French, & Wells, 2007 Sellers, Gawęda, Wells, & Morrison, 2016). In a recent meta‐analysis of MCQ studies, metacognitive beliefs were confirmed as transdiagnostic factors across psychopathologies (Sun, Zhu, & So, 2017). The gold standard measure of metacognitive beliefs is the Metacognitions Questionnaire (MCQ Wells & Cartwright‐Hatton, 2004).
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In order to test the model, Wells and colleagues developed a range of measures of metacognitions and the CAS. In the S‐REF model, metacognitive beliefs principally relate to a subset of positive and negative beliefs people hold about their thoughts. The CAS is linked to underlying metacognitive knowledge (beliefs) that compromise flexible control of the syndrome (Wells, 2009). This cognitive attention syndrome (CAS) is a process of worry, rumination, fixating attention on threat, and unhelpful coping behaviours (e.g., avoidance, trying to control thoughts, substance use) and leads to the maintenance of distressing emotions or cognitions. In this model, a syndrome of perseverative thinking is thought to cause most types of psychological disorder.
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The importance of a distinction between cognition and metacognitions has been developed in the self‐regulatory executive function (S‐REF) model (Wells & Davies, 1994) of psychopathology. Nelson and Narens ( 1990) stipulated metacognition involved two levels: the object level where cognition occurs and a metalevel where metacognitive processes occur (Nelson & Narens, 1990) with monitoring and control operations representing the flow of information between these levels. For example, in the field of memory research, a distinction can be made between cognition (e.g., what can be retained) and the processes of using rehearsal strategies to enhance memory, which requires metacognitive knowledge of what can improve memory. Metacognition is loosely defined as cognition about cognition or thinking about thinking (Flavell, 1979).