Metacognitive thinking skills as indicators of mental health: Possible effects of alexithymia levels
Bibliographic record
Abstract
This study aimed to examine the potential effects of alexithymia levels on metacognitive thinking skills among university students by identifying the prevalence levels of alexithymia, determining the level of metacognitive thinking skills, and examining the effects of alexithymia levels on metacognitive thinking skills that are indicators of mental health. A descriptive and comparative research design was adopted to analyze behavioral patterns related to alexithymia and metacognition. The sample included 120 male and female university students randomly selected from the population. The Toronto Alexithymia Scale and the Metacognitive Thinking Scale were administered to measure the main variables. The results revealed that students exhibited generally high levels of both alexithymia and metacognitive thinking. However, significant differences were observed among groups; students with low alexithymia levels demonstrated superior metacognitive thinking skills compared to those with medium and high levels. These findings highlight the inverse relationship between alexithymia and metacognitive capacity and that alexithymia affects metacognitive thinking skills, which are important indicators of a learner's mental health. Alexithymia negatively affects students’ ability to monitor, evaluate, and regulate their own cognitive processes, which may have implications for their overall mental health and academic performance. The study recommends implementing psychoeducational programs that enhance emotional awareness, imaginative engagement, and reflective practices to strengthen metacognitive thinking and support students’ psychological well-being.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.003 | 0.006 |
| Science and technology studies | 0.001 | 0.005 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".