Background: Low response inhibition underlies attention disorders and hyperactivity. The aim of this study is to check whether these processes will be strengthened by three months of training with metacognitive strategies. Methodology: Forty-five schoolchildren took part in an experimental study (M = 10.41; SD = 1.42). Each child had been diagnosed with attention deficit hyperactivity disorder (ADHD). The participants were randomly assigned into three groups: the first group was tested for the effect of Mind Maps; the second group, for the effect of Sketchnoting, while the third group was assigned the role of a Control group. All of the groups were examined with the Loud Subtraction 7 test (LS7T) with a distractor before and after the training. Results: Analysis with the Wilcoxon test showed that children with ADHD made significantly fewer errors in the LS7 Test in the second measurement in the Mind Maps group (M1 = 7.45; SD1 = 4.07; M2 = 5.76; SD2 = 4.68; p = 0.02). In the remaining groups, there were no statistically significant differences in the average number of errors made. Conclusions: Mind Maps are an effective metacognitive strategy. Regular use of this method strengthens the inhibition of children with ADHD in this study. It can complement the existing forms of support for the child.

Background: The aim of the cross-sectional study was to conduct an exploratory analysis of identifying factors related to mood, metacognitive beliefs, and limitation on individual freedom associated with lockdown restrictions during COVID-19, and to determine whether they may be relevant to the deteriorating well-being of adolescents. Methods: A total of 387 adolescents (M = 15.37; SD = 1.62): 85 with depression (DG) and 302 without any psychiatric diagnosis group (WPDG) were examined using the health survey and the CDI-2 questionnaire to assess the symptoms and severity of depression and MCQ-A to measure the intensity of dysfunctional metacognitive beliefs. Results: The feeling of restriction of freedom had an influence on worsened well-being in the whole group of responders OR = 4.15; p < 0.001 but was more in the DG than the WPDG (OR = 20.00; p < 0.001 vs. OR = 4.77; p < 0.001). Positive metacognitive beliefs were related to well-being (DG), but no effect was observed in the WPDG (OR = 0.88; p < 0.05 vs. OR = 1.05; p = 0.136). The lower age of the WPDG negatively impacted well-being (OR = 1.20; p < 0.05). Conclusions: Dysfunctional metacognitive beliefs and the feeling of restriction of freedom are important in the deterioration of adolescents’ well-being, but these factors have a stronger impact on well-being in the DG.

Research most often deals with the relationship between risky behaviour on the road and other aspects of young adults’ lifestyle. It is rare that the sense of responsibility for one’s own life and health and for that of other people on the road is understood, due to the limitation of perceptual data. In this study, we researched 198 young adults (M = 19.75; SD = 1.11) using the Multidimensional Health Locus of Control, the Inventory of Health Behaviours, the Criteria of Health List and a student health survey. The chance of risky driving will increase by 50.7% among young adults as their understanding of health as a state increases. On the other hand, when young people feel that others are responsible for their lives, the likelihood of risky driving will drop by 6.4%. The hedonistic life orientation of a young adult had a significant impact on the results obtained which was connected with their understanding of health.

The aim of the presented study is to verify whether the visual methods (Mind Maps and Sketch-noting) considered as metacognitive strategies will help to strengthen emotional and motivational self-regulation in children with ADHD. In this experimental study, 135 participants took part, including 45 primary school students diagnosed with attention deficit hyperactivity disorder with the presentation of mixed symptoms (M = 10.41; SD = 1.42), their parents (N = 45) and teachers (N = 45). The results obtained in the study indicate that after 25 training sessions with the use of both Mind Maps and Sketch-noting, children with ADHD make significantly fewer errors than during the first measurement. However, only in the Sketch-noting group did their average reaction time increase significantly, which indicates that they are more reflective. The presented metacognitive strategies can be successfully applied at school by students with ADHD and constitute a source of support for both students and teachers.

Cel pracy: Struktura wewnętrzna adaptowanego narzędzia została zbadana za pomocą konfirmacyjnych analiz czynnikowych. Przetestowano trzy rodzaje modeli czynnikowych. Najlepsze dopasowanie uzyskał model zakładający pięcioczynnikową strukturę skali bez czynnika wyższego rzędu. Polskie narzędzie powinno liczyć 28 itemów, a uzyskane właściwości psychometryczne są porównywalne z wynikami prezentowanymi przez autorów angielskiej wersji MCQ-A 30. Celem niniejszego badania jest dostarczenie informacji o właściwościach psychometrycznych narzędzia MCQ-A dla polskiej młodzieży, potwierdzenie struktury czynnikowej narzędzia względem oryginalnej skali oraz przedstawienie nasilenia dysfunkcyjnych przekonań metapoznawczych młodzieży badanej podczas pandemii.Metoda: W badaniu wzięło udział 375 osób w wieku 12–18 lat (M = 15,38; SD = 1,63). Badani uzupełniali metryczkę, Zestaw Kwestionariuszy do Diagnozy Depresji u Dzieci i Młodzieży – CDI2, Inwentarz Stanu i Cechy Lęku – STAI oraz adaptowany do warunków polskich Kwestionariusz Przekonań Metapoznawczych – MCQ-A.Wyniki: Trafność strukturalna została zbadana za pomocą konfirmacyjnych analiz czynnikowych. Przetestowano trzy rodzaje modeli czynnikowych. Najlepsze dopasowanie uzyskał model zakładający pięcioczynnikową strukturę skali bez czynnika wyższego rzędu. Polskie narzędzie powinno liczyć 28 itemów a uzyskane właściwości psychometryczne są porównywalne z wynikami prezentowanymi przez autorów angielskiej wersji MCQ-A 30.Wnioski: Niniejsze badania wykazały, że polska adaptacja MCQ-A jest wiarygodnym narzędziem do badania przekonań metapoznawczych u młodzieży.