Abstract

 


Abstract
Introduction: With the development of cognitive system, some metacognitive processes are formed resulting in meaningful learning and thereby regulate and control thinking processes during learning. Therefore, this study aims at predicting self-regulated control elements in thinking control components.
Method: This is a descriptive-correlational study whose population consists of all students of Mashhad Ferdousi University in academic year of 2013-14 among which 145 students were randomly selected. Participants filled two questionnaires of Wells and Davis’s thought control questionnaire and Boufard’s self-regulation questionnaire.
Results: As indicated by the results of Pearson correlation test, among five components of thinking control components, distraction, reappraisal, social control and discipline have a significant positive correlation with self-regulation. However, Anxiety showed a negative correlation with self-regulation. In fact, the results showed that self-regulation intentionally distracts the person’s mind from anxiety raising elements (p>0.05).
Conclusion:As indicated by the results, self-regulation component enable learners to enhance their goals and create opportunities so that they can actively assess and control their thought processes.
Keywords: Thinking control, self-regulation, education, thinking strategies