Effects of Positive Metacognitions and Positive Meta-emotions on Perceived Stress in Adolescents

The present study was conducted to elucidate the effects of positive metacognitions and positive meta-emotions on perceived stress in adolescents. The sample consisted of 300 adolescents (150 boys & 150 girls) studying in Standard X and XII in schools of Varanasi city and preparing for competitive examinations. The participants were individually administered Hindi version of Positive Metacognitions and Meta-emotions Questionnaire and Perceived Stress Scale. The participants scoring below and up to 25th percentile and scoring above 75th percentile on the facets of positive metacognitions and positive meta-emotions were respectively designated as low and high scorer participants (boys & girls) were screed out. The effects of levels (low & high) of facets of positive metacognitions and positive meta-emotions on measures of perceived stress (uncontrollable perceived stress & controllable perceived stress) were analysed by applying 2 × 2 ANOVA (2 genders × 2 levels of facets of positive metacognitions and positive meta-emotions). Results revealed significant main effects of gender on uncontrollable perceived stress with respect to PMCEQ-H1 facet of positive metacognitions and positive meta-emotions and significant main effects of levels of PMCEQ-H3 and PMCEQ-H Total facets of positive metacognitions and positive meat-emotions on uncontrollable perceived stress and significant main effects of levels of PMCEQ-H1, PMCEQ-H2 and PMCEQ-H Total on controllable perceived stress. Boys as compared to girls exhibited enhanced uncontrolled perceived stress with respect to PMCEQ-H1. High scorer than low scorer participants on facets of PMCEQ-H displayed significantly lower levels of uncontrollable perceived stress and controllable perceived stress. The findings indicated that high levels of positive metacognitions and positive meta-emotions caused reduced uncontrollable and controllable perceived stress.