As I said last week, everything I have been writing about has been interlinked. I wrote that all the concepts I have blogged about all link back to the concepts of metacognition, deep-level reasoning, and critical thinking. I would like to spend this blog strengthening the links between metacognition and happiness, as happiness seems to only be involved in one of the areas I have written about, which is that of creativity.
The first two that I would like to investigate are metacognition and happiness. From my earlier blogs, we understand that happiness is positively correlated with creativity, which helps aid cognitive flexibility as it allows you to see the many different ways to approach a subject. Cognitive flexibility ties in with deep-level reasoning, multiple pathways to a subject help you understand the subject from all of those pathways, understanding exactly how the subject works in different settings and with different limitations and contexts. Deep-level reasoning helps you comprehend information, which, once comprehended, allows you to metacognate upon your own cognition surrounding the subject. Quite a lengthy line leading from happiness all the way to metacognition, but it seems that there’s a lot more connecting the two than just this.
Metacognition within education is a skill and technique that, if used, is one that we must use on our own. As I have said in previous blogs, we cannot teach metacognition directly, it can be influenced within a person, but is ultimately a skill that we must use fluently in our own mind when implementing self-regulated learning. Efklides (2011) wrote that when we are using self-regulated learning we use “metacognitive experiences, such as feeling of difficulty, and online affective states [read as: our emotions] play a major role in task motivation and bottom-up self-regulation”, showing that metacognition and happiness both play a large role in controlling our thinking when we are learning.
Metacognition and our emotions are not just linked together when we are learning however. O’Brien (2013) found that those with a high level of metacognitive ease of thought retrieval or “fluency” could affect their perceived well-being over time, despite the frequency of positive or negative thoughts. Essentially the ease with which we can recall either positive or negative thoughts far outweighs what actually happens in our day-to-day lives. Those who can easily recall positive experiences are more likely to think that they were and are happy. The same applies for negative experiences.
Aside from our ability to recall memories, metacognition also holds a link to our self-esteem. Rezvan, Ahmadi, and Abedi (2006) found that metacognitive training does not simply help increase our academic performance, it also helped increase students’ happiness. This can also be seen in Swason’s study of children’s metacognition and happiness in 1992, as metacognitive training helped increase the self-esteem of children. Swanson highlighted the importance of metacognition in young students as it would help increase both their academic performance as well as their happiness.
I would also like to take some time to steer away from my typical talks on academia and how our learning can be improved in order to make happiness the main focus of this section, rather than metacognition. I would like to talk about satipatthana, or mindfulness. Metacognition is our word for what Buddhists believe to be an ability to be aware of our own self, our feelings, mind, or mental phenomena. An understanding of our thoughts leads to an understanding of our emotions as well it seems. Teasdale wrote in 1999 that metacognitive awareness and experience helps prevent relapse and recurrence in depression, as it allows us to change the content of depression-related thought, changing one’s relationship to inner experiences. He writes that we can facilitate a “metacognitive insight mode” wherein thoughts are experienced “simply as events in the mind”, which helps us to examine thoughts without emotion, (Teasdale et al, 2002) allowing a preventative strategy to depression that also encourages logical and rational thought.
Metacognitive skill has also shown an increase in one’s vulnerability to rumination. Moulds and her associates believe that this can have either a positive or negative effect upon a person, depending upon their beliefs about rumination. Having an awareness of your own thoughts can lead to you spending time contemplating them. If you have negative beliefs about this rumination, you will spend your time over criticising yourself and your thoughts, whereas if you have positive beliefs about it, you will spend time criticising yourself, but only to better yourself. You are aware that your thoughts are both good and bad, and can work to make them better. Indeed, Garland et al (2009) shows implications for clinical practice using a mixture of metacognitive and mindfulness training, showing how it can be used to cope with depression and stress, as well as its use in coping methods. They are not the only researchers investigating this, Scherer-Dickinson (2004) and Hick and Chan (2010) are also investigating mindfulness in depression, alongside many others. Metacognition and happiness are definitely linked in ways other than just through creativity and cognitive flexibility. It enhances our ability to see our thoughts without emotion, allowing us to logically move past mental illnesses such as depression.
We can see from this that metacognition aids mindfulness, which helps us become more happy by giving us an alternative view of life events, preventing depression by seeing events as just that, events, rather than part of our self. We can then change how we approach and recall these events, changing our relationship with them in order to avoid becoming depressed, making it easier to recall positive and negative events within our lives. In the closing words of O’Brien’s study in 2006, he wrote that “Paradoxically, people’s well-being may be maximized when they contemplate some bad moments or just a few good moments.”. Metacognition can help us remember both the good and the bad with equal ease, allowing us to maximise our happiness, making the two far more relevant to each other than simply through the links I have made in previous blogs.