Taniguchi Keisuke, Maki Naoki, Sakamoto Harumi, Inuta Tomonari, Kim Bokun, Oh Sechang, Mayers Thomas
Department of Rehabilitation, R Professional University of Rehabilitation, 2-12-31 Kawaguchi, Tsuchiura 300-3253, Japan.
Department of Physical Therapy, R Medical Care and Welfare Professional College, 2-12-31 Kawaguchi, Tsuchiura 300-3253, Japan.
Brain Sci. 2024 Oct 21;14(10):1041. doi: 10.3390/brainsci14101041.
BACKGROUND/OBJECTIVES: Supporting the mental well-being of students through their educational journey is of vital importance. The objective of this study was to investigate the relationship between metacognition, personality traits, and various factors affecting mental health in a cohort of physical therapy (PT) and occupational therapy (OT) students.
This cross-sectional observational study involved a self-administered questionnaire (distributed in October to November 2020) that gathered demographic information and included six scales measuring personality characteristics, health literacy, self-management skills, exercise habits (benefits and barriers), cognitive thinking, and cognitive deliberateness and impulsivity.
A cohort of 195 PT and OT students participated in the study. The findings revealed significant associations between metacognition and personality, particularly the association between low cognitive self-confidence and high emotional instability. This link suggests that students who struggle with cognitive self-confidence may also experience greater emotional instability, highlighting a need for targeted mental health support. Additionally, health literacy was negatively correlated with anxiety, while metacognition was positively correlated with perceived exercise benefits.
This study highlights the importance of individualized metacognitive approaches to support students' mental well-being. Interventions should focus on strengthening cognitive self-confidence through methods such as resilience training, cognitive restructuring, and mindfulness practices to help manage emotional instability. Furthermore, promoting physical activity, particularly among female students, and incorporating gender-specific strategies could enhance mental health outcomes.
背景/目的：在学生的教育过程中支持其心理健康至关重要。本研究的目的是调查物理治疗（PT）和职业治疗（OT）专业学生群体中，元认知、人格特质与影响心理健康的各种因素之间的关系。
这项横断面观察性研究采用了一份自填式问卷（于2020年10月至11月分发），收集了人口统计学信息，并包括六个量表，分别测量人格特征、健康素养、自我管理技能、运动习惯（益处和障碍）、认知思维以及认知审慎性和冲动性。
195名PT和OT专业学生参与了该研究。研究结果显示元认知与人格之间存在显著关联，尤其是低认知自信心与高情绪不稳定性之间的关联。这种联系表明，在认知自信心方面存在困难的学生可能也会经历更大的情绪不稳定性，凸显了针对性心理健康支持的必要性。此外，健康素养与焦虑呈负相关，而元认知与感知到的运动益处呈正相关。
本研究强调了个性化元认知方法对支持学生心理健康的重要性。干预措施应侧重于通过诸如复原力训练、认知重构和正念练习等方法来增强认知自信心，以帮助管理情绪不稳定性。此外，促进体育活动，特别是在女学生中，并纳入针对性别的策略，可以改善心理健康状况。
