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The International Journal of Indian Psychology
ISSN 2348-5396 (e) | ISSN: 2349-3429 (p)
Volume 8, Issue 1, DIP: 18.01.062/20200801
DOI: 10.25215/0801.062
http://www.ijip.in | January- March, 2020
Research Paper

Metacognition, self-criticism as predictors of fear of happiness

among college students

Divyanshi Garg1*, Monica Sharma2

ABSTRACT
Background: Whether it is a transition from high school to university or the pressure to excel
in the college degree, college is one of the stressful and overwhelming phases of a student
life. A research study was formulated along the same lines. Aim: To investigate the predictive
value of Metacognition and Self-criticism on Fear of Happiness among college students.
Methods: The sample of 80 college students was employed, comprising of 40 male and 40
female students. The Fear of Happiness Scale (Joshanloo, 2013), Metacognitive Awareness
Inventory (MIA; Schraw & Dennison, 1994), The Forms of Self criticizing/ Attacking &
Self- Reassuring Scale (FSCRS; Gilbert et al., 2004) tools were employed. Results: The
results indicated a significant predictor value of Declarative Knowledge (Metacognition) and
Evaluation (Metacognition) on Fear of Happiness.

Keywords: Metacognition, Self-criticism, Fear of Happiness

Starting university or excelling at school is not only a period of intense transition, but if not
adapted well, can be counterproductive to the mental health of the student. Therefore
understanding the underlying structures of maladaptive cognitions in the students can aid the
researchers to find a ‘solution’ for the same.

The term “metacognition” was originally formulated by John Flavell (1976). Flavell
described metacognition as “cognition about cognitive phenomenon”, or to put it simply it is
thinking about thinking. Put differently, metacognition is the awareness of the knowledge one
possesses and one’s ability to analyse, control and manipulate these cognitive processes
(Meichenbaum, 1985). It is the adeptness to mould prior information into functional
strategies to learn, solve a problem and/or analyse the results obtained. Within the domain of
metacognition, distinction has been established between “Knowledge about Cognition” and
“Regulation of Cognition” (Flavell, 1979, 1987; Schraw & Dennison, 1994). Knowledge
about Cognition refers to the awareness of individuals about their cognitive processes and
how to integrate it into different learning and problem-solving strategies. Regulation of
Cognition refers to how the individuals actually apply their cognitive processes to regulate
their learning, such as planning, information management strategies, comprehension

1
Research Scholar, IIS (deemed to be University), Jaipur, India
2
Clinical psychologist cum Assistant Professor, IIS (deemed to be University), Jaipur, India
*Responding Author
Received: January 12, 2020; Revision Received: March 10, 2020; Accepted: March 29, 2020
© 2020, D Garg & M Sharma; licensee IJIP. This is an Open Access Research distributed under the terms of the
Creative Commons Attribution License (www.creativecommons.org/licenses/by/2.0), which permits
unrestricted use, distribution, and reproduction in any Medium, provided the original work is properly cited.
 Metacognition, Self-Criticism as Predictors of Fear of Happiness Among College Students

monitoring, de-bugging strategies, and evaluation of progress and goals. Positive or high
level of metacognition can lead to happiness and enhancement of positive emotions (Saricam,
2015).

Development and accentuation of positive emotions, such as happiness and personal growth
have always been a focus of research in the field of positive psychology. Happiness can be
described as “the experience of joy, contentment, or positive well-being, combined with a
sense that one’s life is good, meaningful, and worthwhile.” (Lyubomirsky, 2007). Every
human being seeks the experience and fulfilment of this positive emotion. However, due to
certain causes individuals develop an aversion or a fear of happiness.

The concept of ‘fear of happiness’ or ‘cherophobia’ was propounded by Joshanloo in 2013. It

is a belief that experience of happiness can lead to negative consequences. Therefore,
individuals may deliberately avoid events that invoke positive experience of happiness
(Joshanloo & Weijers, 2013).

There are four distinct causes as to why happiness may be processed with discretion in some
cultures: Believing that being happy will provoke bad things to happen; happiness will make
you a worse person; expressing happiness is bad for you and other; and pursuing happiness is
bad for you and others (Joshanloo & Weijers, 2013). Fear of happiness among academic
students can be an outcome of their self-critic and perfectionist nature. Ambitious students
generally tend to set high expectations of themselves in regard to their performance. This can
lead to self-criticism if the said bar is not realised. They continually push themselves into a
spiral of unhealthy emotions and often associate positive emotions such as happiness with
low productivity (Joshanloo & Weijers, 2013). Studies of individuals with high self-criticism
acknowledged the existence of fear of happiness (Gilbert et al., 2012).

Self-criticism is a propensity to respond in a hostile manner towards the self due to the
occurrence of a perceived variance between the desired and the actual outcome. This internal
hostility stems from the intolerance towards attainment of the high standards of performance
that he/she has set for themselves (Carver et al., 1989; Carver et al.,1985; Carver, 1998;
Shahar, 2015). The self-critical disposition can said to be rooted in the negative or unhealthy
relationship dynamics with the parents or the caregivers. Rejective or restricting parenting
can lead to more self-critical sense of self (Koestner, 1991; McCranie & Bass,1984). In
regards to the external stressor, universities and school’s associate success with academic
excellence and high competition. These training and environmental contexts may accentuate
the self-critical tendencies in a college student (Henning et al., 1998; Parker, 2002). As a
consequence, students not only perform poorly but are unable to analyse the cause of their
inadequate learning ability (Dunning et al.2003; Dunning et al.,2004). Such lack of
metacognitive ability prevents students from not only succeeding at an academic level, but
also hinders the self-regulated learning that is needed to be a lifelong learner capable of
adapting to any learning situation. It is essential to understand the constructs of these
variables to find out how the causal association of metacognition and self-criticism can effect
the fear of happiness in the students.

METHODOLOGY
Rationale of The Study
Positive psychology has always focused on the understanding and strengthening of positive
emotions. But a number of studies have reported that people not only face difficulties in
processing negative emotions, as in case of psychopathology, but also positive emotion like
© The International Journal of Indian Psychology, ISSN 2348-5396 (e)| ISSN: 2349-3429 (p) | 485
 Metacognition, Self-Criticism as Predictors of Fear of Happiness Among College Students

happiness, compassion, etc. Fear of Happiness is a novel and innovative concept for the
accentuation of the field of positive psychology. People might develop this phobia due to
several reasons which may or may not fall into the realm of self-awareness. Metacognition
thus, is an essential term to explore which is simply our ability to control our own thoughts.
Understanding the way, we think, feel and process our external situations, emotions, and
thoughts can be helpful in understanding the basic psychology of the individuals. Traumatic
event, stress or lack of coping skills might lead to fear of happiness, self-criticism and
distorted metacognition. Self criticism is studied as a negative trait of personality. It is related
to peoples’ negative internal thoughts about one’s self or about one’s thoughts, behaviours or
attributes.

The study on these variables is important not only for the reason that there have not been
many researches in these aforementioned variables, but these variables play an important role
in the lifespan of an adolescent.

Aim
1. To investigate the relationship between Fear of Happiness and Self-criticism,
Metacognition.
2. To assess the predictive power of Metacognition and Self-criticism for Fear of
Happiness among college students.

Hypotheses
1. There will be a significant correlation between Fear of Happiness and Self-criticism,
Metacognition.
2. Metacognition will significantly predict Fear of Happiness among college students.
3. Self-criticism will significantly predict Fear of Happiness among college students.

Sample
1. The sample constituted of 100 college students from different universities of Jaipur
city.
2. The subjects were selected using Convenience Sampling Approach.

Inclusion criteria: participants are between the age of 18-24 years; all had a basic
understanding of English language; subjects belonged to middle to upper class socio-
economic class.

Exclusion criteria: participants with physical problems; participants with Hindi educational
background; people who are married; participants who are working.

Procedure
Phase I: The college authorities were approached and the permission was obtained to collect
data. The sample population was selected on the basis of the inclusion and exclusion criteria.
Informed consent was obtained from the sample population.

Phase II: To test the hypotheses, data was collected with the help of questionnaires which
were administered in a random order.

Phase III: After the data collection, questionnaires were checked for response biases and only
the authentic data was used for data analysis and to draw conclusions of the study.

© The International Journal of Indian Psychology, ISSN 2348-5396 (e)| ISSN: 2349-3429 (p) | 486
 Metacognition, Self-Criticism as Predictors of Fear of Happiness Among College Students

Research Design
To fulfil the above aims Causal Research Design was employed.

Metacognition
Fear of
Happiness
Self-criticism

Tools for Measurement Used

• The Fear of Happiness Scale (Joshanloo, 2013): A 5-item measure of respondent’s
fear of happiness. Respondent answer each item using a 7-point likert type scale
ranging from 1(Strongly Disagree) to 7 (Strongly Agree). The internal consistency
reliability coefficient of the scale is .86 and the test -retest reliability coefficient is
between .72 and .79.
• Metacognitive Awareness Inventory (MIA; Schraw & Dennison, 1994): A 52-
item measure of respondent’s level of metacognition awareness. Respondent answer
each item by ticking True or False depending on how the statement applies to them.
The scale is divided into two parts: knowledge about cognition (declarative
knowledge, procedural knowledge and conditional knowledge) and regulation of
cognition (planning, information management strategies and comprehension
monitoring). It internal consistency of .88 for knowledge of cognition scale and .91
for regulation of cognition scale.
• The Forms of Self criticizing/ Attacking & Self- Reassuring Scale (FSCRS;
Gilbert et al., 2004): This scale was developed by Gilbert, Clarke, Hempel, Miles
and Irons (2004). It was developed to measure self-criticism and the ability to self-
reassure. It is a 22-item scale, which measures different ways people think and feel
about themselves when things go wrong for them. The items make up three
components, there are two forms of self-criticalness; inadequate self, which focuses
on a sense of personal inadequacy (I am easily disappointed with myself), and hated
self, this measures the desire to hurt or persecute the self (I have become so angry
with myself that I want to hurt or injury myself), and one form to self-reassure,
reassure self (I am able to remind myself of positive things about myself). The
responses are given on a 5-point Likert scale (ranging from 0 = not at all like me, to 4
= extremely like me). Cronbach alphas were 0.90 for inadequate self and 0.86 for
hatred self and reassured self respectively.

RESULTS
Table 1. Mean, SDs and Correlation between Metacognition, Self-Criticism and Fear of
Happiness among college students
Variables Mean Sd Fear of
Happiness
Meta-Cognition Knowledge Declarative 6.113 1.9936 -.229*
about Knowledge
Cognition
Procedural 3.538 1.1017
Knowledge
Conditional 4.188 1.1594
Knowledge

© The International Journal of Indian Psychology, ISSN 2348-5396 (e)| ISSN: 2349-3429 (p) | 487
 Metacognition, Self-Criticism as Predictors of Fear of Happiness Among College Students

Variables Mean Sd Fear of

Happiness
Regulation of Planning 5.550 1.6604 1.6604
Cognition
Information 7.975 1.8070 0.001
Management
Comprehension 5.438 1.5082 -0.144
Monitoring
Debugging 4.538 1.2623 -0.130
Strategies
Evaluation 4.600 1.7401 -.241*
Total 41.938 7.8633 -0.215
Self-Criticism Inadequate Self 15.638 5.3468 0.193
Reassured Self 20.500 6.0776 -0.070
Hatred Self 5.225 3.5613 0.195
Fear of 11.925 5.3220 1
Happiness

* correlation at .05 level of significance

** correlation at .01 level of significance

Table 2. Summary of Linear Regression for Evaluation predicting Fear of Happiness (N=
100)
MODEL UNSTANDARDISED STANDARDISED R2 F t
COEFFICIENTS COEFFICIENTS (Change)

1 B Standard Βeta (β) R2

Error

(Constant) 15.317 1.652 0.058 0.058 4.815 9.274

Evaluation -0.737 0.336 -0.241 -2.194

a. Predictors: (Constant), EVALUATION
b. Dependent Variable: FEAR OF HAPPINESS

Table 2 depicts 5.8% variance in Fear of Happiness as explained by Evaluation.

Table 3. Summary of Linear Regression for Declarative Knowledge predicting Fear of
Happiness (N= 100)
MODEL UNSTANDARDISED STANDARDISED R2 F t
COEFFICIENTS COEFFICIENTS (Change)

1 B Standard Βeta (β) R2

Error

(Constant) 15.669 1.890 0.053 0.041 4.335 8.289

Declarative -0.613 0.294 -0.229 -2.082

Knowledge
a. Predictors: (Constant), DECLARATIVE KNOWLEDGE
b. Dependent Variable: FEAR OF HAPPINESS

© The International Journal of Indian Psychology, ISSN 2348-5396 (e)| ISSN: 2349-3429 (p) | 488
 Metacognition, Self-Criticism as Predictors of Fear of Happiness Among College Students

Table 3 depicts 4.1% variance in Fear of Happiness as explained by Declarative Knowledge.

DISCUSSION
The purpose of the study was to predict the Fear of Happiness from Metacognition and Self-
criticism among college students.

Since there exists a significant negative correlation between Fear of Happiness and
Declarative Knowledge, the more the learner becomes aware of himself/herself as a learner,
develops strategies to enhance learning outcomes, the fear of happiness in the individual will
decline significantly.

Additionally, negative relationship has been observed between Fear of Happiness and
Evaluation. When an individuals does not critically evaluate the intrinsic and extrinsic factors
occurring before, during and after a performance, this lack of complete knowledge and
control over the events creates fear of happiness. Low level or negative metacognition can
increase fear of happiness (Saricam, 2015).

Culture determines the individuals’ attitude towards positive emotions and experiences,
including whether they seek to avoid or diminish them (Bryant & Veroff, 2007). It was
observed that fear of happiness beliefs are more strongly endorsed in non-Western cultures
(Lyubomirsky, 2000).

Limitations
1. A larger data sample could have been collected.
2. The research can be conducted on working population and other populations as well.
3. Data could have been collected from different private and government universities
and compared.
4. No Indian tests were used.

Implications
1. Since few researches have been conducted on these variables, it should be more explored.
2. People should be made aware of new concepts in the field of psychology as there are some
variables that may be subconsciously understood, but needs to be made aware of
consciously so it can be used in a more efficient way.
3. Happiness and well-being have mostly been talked about in the field of psychology,
talking and creating awareness about fear of happiness is also of utmost importance.

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Acknowledgements
The author appreciates all those who participated in the study and helped to facilitate the
research process.

Conflict of Interest
The author declared no conflict of interest.

How to cite this article: D Garg & M Sharma (2020). Metacognition, self-criticism as
predictors of fear of happiness among college students. International Journal of Indian
Psychology, 8(1), 484-490. DIP:18.01.062/20200801, DOI:10.25215/0801.062

© The International Journal of Indian Psychology, ISSN 2348-5396 (e)| ISSN: 2349-3429 (p) | 490