Walter C Millanzi, Stephen M Kibusi
Exploring the effect of problem-based facilitatory teaching approach on metacognition in nursing education: A quasi-experimental study of nurse students in Tanzania
Nursing open
many psychological models developed explain development maintenance depression widely evaluated model cognitive model depression model emerging models compared accordingly crosssectional study examined whether metacognitive beliefs specified metacognitive model depression would explain additional variance depressive symptoms dysfunctional attitudes core feature cognitive model moreover mediational relationships metacognitive beliefs rumination depressive symptoms predicted metacognitive model also explored whilst controlling dysfunctional attitudes sample 715 students completed selfreport questionnaires measuring depressive symptoms rumination dysfunctional attitudes metacognitive beliefs regression analyses showed metacognitive beliefs made significant statistical contribution depressive symptoms controlling age gender rumination dysfunctional attitudes furthermore predicted metacognitive model relationship positive metacognitive beliefs depressive symptoms fully mediated rumination whilst relationship negative metacognitive beliefs uncontrollability danger depressive symptoms partially mediated rumination results provide empirical support metacognitive model depression indicate positive negative metacognitive beliefs play integral role maintenance depressive symptoms