Background & Aim: Panic disorders are complex conditions that can be difficult to treat. Two methods that have shown promise in treating this disorder are brain stimulation, also known as transcranial direct current stimulation (tDCS), and metacognitive therapy. In order to determine the most effective approach, this study aimed to compare the impact of these two treatments on the metacognitive processes of individuals with panic disorder. Methods: This study utilized a quasi-experimental pre-test-post-test design involving 45 individuals diagnosed with panic disorder. It was conducted in 2022 at the Mehr City Clinic in Mashhad. Participants were randomly assigned to three groups: two experimental groups consisting of 15 individuals each, one receiving tDCS and the other undergoing metacognitive therapy, along with a control group. The tDCS sessions were conducted individually and comprised of 16 sessions lasting 30 minutes each with a voltage of 2 milliamperes, while the metacognitive therapy sessions were conducted in groups over 10 sessions, each lasting 90 minutes. metacognitive processes were assessed using Wells' metacognitive Beliefs Questionnaire. Data analysis was performed using descriptive statistics and analysis of covariance with SPSS Version 24 software at a significance level of 5%. Results: After the intervention, the mean and standard deviation of the scores for metacognitive processes were 73.81 ± 3.26 in the tDCS group, 64.33 ± 5.10 in the metacognitive therapy group, and 27.84 ± 3.26 in the control group. There was a statistically significant difference among the three groups (P = 0.001). The post-test phase showed a significant difference between the mean scores of metacognitive processes for participants in the experimental groups (−17.91) and the control group (−19.88) at a 95% confidence level (p < 0.05). Conclusion: These findings suggest that metacognitive therapy has a more substantial effect on reducing metacognitive processes.

This study investigated the effect of the metacognitive intervention on the listening performance and metacognitive awareness of upper-intermediate EFL learners with high working memory capacity (WMC). 152 Iranian male learners aged between 15 and 25 years were given Oxford Placement Tests (OPT), and 86 were identified as upper-intermediate learners. They were further given the Visual Digit Span Test (DST), and 60 high WMC learners were selected and randomly assigned to experimental (N=30), and control (N=30) groups. The experimental group received the metacognitive intervention through a pedagogical cycle for 10 sessions while the control group followed their traditional approach. The participants were asked to complete the metacognitive Awareness Listening Questionnaire (MALQ) and to take the International English Language Testing System (IELTS) listening tests before and after the intervention. The results suggested that the experimental group had a higher gain with a large effect size in terms of listening performance than the control group. In addition, the experimental group reported the significantly higher use of directed attention, mental translation and person knowledge.

Many studies have been carried out on the positive impact of metacognitive strategies on improving the comprehension of students. But whether teaching metacognitive strategies is effective on metacognitive knowledge and awareness of distance education students is unknown. Aim of this study was to investigate the effects of metacognitive Strategies of SQP4R (1387) on metacognitive Awareness in students of Payame Noor University. The research design of the study was Pretest-Posttest Randomized Group Design. To accomplish the stated aims, 30 students (15 male, 15 female) from Payame Noor University were chosen by Multistage Cluster Sampling method in the city of Hamedan. The instrument used in this study included metacognitive Awareness Reading Strategies Inventory (MARSI) Mokhtari, K. & Reichard, C. A. (2002). To analyze the data, multivariate analysis of covariance (MANCOVA) has been used. The results showed significant positive effectiveness of metacognitive Strategies of SQP4R in increasing metacognitive Awareness of the experiment group (p<0. 05). In other words, metacognitive Awareness of the experiment group increased significantly in post-test compared to pre-test and control group and they displayed an increase in the level of knowledge in all fields.