Examining the relationship of identity styles with negative metacognitive awareness levels

The metacognitive system plays an important role in the functioning of the cognitive processes of human beings in an adaptive and functional way. It is thought that a deviation in this system is effective in the formation and development of psychopathology. In this direction, the main purpose of the research is to examine the relationship between identity styles and negative metacognitive awareness. The metacognition scale used in the study measures dysfunctional metacognition. The study group consisted of a total of 352 participants, 189 women and 163 men, aged between 13 and 17, studying at different types of high schools in the Küçükçekmece district of Istanbul in the 2021-2022 academic year. "Personal Information Form", "Identity Styles Scale" and "Metacognition Scale Child and Adolescent Form" were applied to the participants. The relational survey model was used as the research method. The data obtained from the research were analyzed using the SPSS package program. Pearson correlation analysis to reveal the relationship between identity styles and negative metacognition; Multiple regression analysis was also performed to determine whether identity styles predict negative metacognitions. Accordingly, it was found that identity styles predict dysfunctional metacognition. It was found that the knowledge-oriented identity style significantly predicted the metacognition scale and all its sub-dimensions. It was found that the norm-oriented identity style did not significantly predict the metacognition scale and its sub-dimensions. The negative meta-concerns of the avoidant identity style; It was found that superstitious beliefs, punishment and responsibility beliefs sub-dimensions and metacognition scale significantly predicted. According to the t-test results conducted in line with the other sub-objectives of the study, it was found that identity styles did not differ significantly according to the gender variable, but the metacognition scale and some sub-dimensions of the scale differed significantly according to the gender variable. According to the results of the anova and post hoc tests, significant differences were found between the scores obtained from the identity styles and metacognition scales and the type of school the participants attended.