ArticleChildren (Basel, Switzerland)2024
Trait Anxiety, Emotion Regulation, and Metacognitive Beliefs: An Observational Study Incorporating Separate Network and Correlation Analyses to Examine Associations with Executive Functions and Academic Achievement.
Article in Children (Basel, Switzerland), 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
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Who cites it
5 citing papers in PubMed.
- Metacognitive beliefs and academic performance in Chinese middle school students: A moderated mediation model of emotional dysregulation and anxiety.The British journal of educational psychology · 2026Article
- Post-COVID-19 Consequences and Psychological Well-Being in Students: The Mediating Role of Trait Anxiety.Behavioral sciences (Basel, Switzerland) · 2026Article
- Developing the Public Speaking Anxiety Scale (PSAS) for Adolescents: The Mediating Role of Dysfunctional Emotion Regulation in the Effect of Irrational Beliefs on Public Speaking Anxiety.Behavioral sciences (Basel, Switzerland) · 2025Article
- The Reflective Mind of the Anxious in Action: Metacognitive Beliefs and Maladaptive Emotional Regulation Strategies Constrain Working Memory Efficiency.European journal of investigation in health, psychology and education · 2024Article
- Development and validation of a multimodal data collection system for adolescent mental health management.Digital healthArticle
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Authors and funding
6 authors.
Funding
Abstract
Trait anxiety, emotion regulation strategies, and metacognitive beliefs influence executive functions (EFs) and academic achievement. This study examines their interplay and impact on academic success. In total, 275 adolescents (10-17 years) and parents completed an online questionnaire assessing trait anxiety, emotion regulation strategies, metacognition, parent-reported behaviors related to executive functioning, and overall school average. Preliminary analyses confirmed consistency with the existing literature for each variable and their interaction. Furthermore, we conducted a network analysis among the main variables. This analysis supports the need to pay more attention to reflective variables-maladaptive emotion regulation strategies and metacognitive beliefs about worry-when studying trait anxiety. These variables were linked to problematic executive functioning in adolescents, and the latter was negatively linked to academic achievement. This study offers innovative insights by investigating relationships less explored in the scientific literature. It reveals high and significant correlations between metacognitive beliefs, maladaptive emotion regulation strategies, and trait anxiety (r > 0.500,
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Registered trials
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