Metacognitive strategies and beliefs: Child correlates and early experiences

Abstract

The metacognitive model of psychological disorders, also known as the self-regulatory executive function model (S-REF; Wells and Matthews, 1994, 1996), suggests that dysfunctional metacognitions are important vulnerability factors that underlie psychological disorders. Specifically, that metacognitive thought control strategies and metacognitive beliefs are positively associated with psychological disorder symptoms. Whilst their contribution to disorder has been established in adults, less is known about these relationships in the younger population. Furthermore, few studies have explored the early life factors that might influence dysfunctional metacognitive beliefs. As such, the thesis explored the relationship between metacognitive control strategies and symptoms in children and adolescents and the early life factors (e.g. household environment, traumatic events, parenting) that may contribute to dysfunctional metacognitive beliefs. Paper 1 is a systematic review of the literature on the association between thought control and psychopathological symptoms amongst children and adolescents. The review highlights that elevated use of thought control strategies is positively associated with symptoms of anxiety and post-traumatic stress. Furthermore, individual differences in specific thought control strategies such as worry and punishment showed the most consistent relationships with symptoms of anxiety, trauma and depression. The results support the applicability of the metacognitive model in younger populations. Paper 2 evaluated if early exposure to adverse environments, traumatic events, and abusive relationships with caregivers were associated with elevated maladaptive metacognitive beliefs. The study found that higher dysfunctional metacognitive beliefs were associated with a lower current age, lower educational status, greater perceived early setbacks and lower perceived success in childhood. Disadvantaged household environments alone did not contribute to dysfunctional metacognitions and relationships with parenting factors were unreliable. Early emotional abuse was the only factor that showed a consistent positive contribution across dysfunctional metacognitions. The results suggest that possible adverse effects of emotional abuse should be recognised in the context of metacognitions and may inform elements of parenting interventions. In addition, perceptions of personal success and parenting factors may be worthwhile areas for future metacognition research. Paper 3 is a critical appraisal of Papers 1 and 2 and offers a wider discussion of the challenges faced in conducting research in this area and the lessons learned about the research process. In summary, this thesis has highlighted that early emotional abuse is an important correlate of metacognitive beliefs and elevated thought control, specifically that characterised by worry and punishment is positively associated with a range of psychopathological symptoms amongst children and adolescents. Both studies provide evidence that support the applicability of the metacognitive model of psychological disorder in children and adolescents.

Date of Award	31 Dec 2020
Original language	English
Awarding Institution	The University of Manchester
Supervisor	Adrian Wells (Supervisor) & Lora Capobianco (Supervisor)