Effectiveness of Metacognition-Based Training on Self-Care Behaviors in Adolescent Girls with Type 1 Diabetes
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Objective: Diabetes is an important challenge for general health, especially among adolescents. This research aimed to investigate the effectiveness of metacognition based training on insulin induced anxiety and coping styles in girls adolescents with Type 1 diabetes.
Methods and Materials: Current study was a quasi-experimental one with pretest-posttest design and a 2-month follow-up along with a control group. The statistical population comprised all girl adolescents with Type 1 diabetes Shahinshahr City, Iran, during 2025. 30 girls meeting inclusion criteria were selected via purposive sampling method and assigned to two groups randomly, experimental and control group (n=15 for each group). Data were gathered using Observational Scale of Behavioral Distress – Revised(R- OSBD)( Elliott ,1987)and Stressful Situations Coping Scale(CISS)( Endler & Parker, 1990). The intervention was metacognition training derived from Wells(2009) protocol including 8 weekly sessions trained in experimental group. Data analysis involved descriptive statistics(mean, SDs) and two factorial analysis of variance with repeated measures on one factor(mixed analysis of variance) using SPSS-24.
Findings: Results showed that effects of time, group and the interaction of time and group were significant on variables of Insulin Induced Anxiety, task focused coping style and emotion focused coping style(p≤0/01), but this effect was not significant about avoidant coping style(p≥0/05).The results also showed that metacognition training caused to reduce emotional style as well as increase task focused style.
Conclusion: According to the findings, training the metacognitive skills decrease anxiety of insulin induced and improve coping styles in adolescent girls with Type 1 diabetes.
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