Regulación emocional y estrategias metacognitivas en estudiantes de Psicología de una universidad privada de Arequipa, Perú
Abstract
Objective. Although emotions play an important role in metacognition, little research has been done on how metacognitive strategies are related to emotional regulation. Hence, this paper aims to determine the predictive power of emotional regulation on metacognition in university students. Method. 247 university students from a private university in Arequipa were evaluated for this purpose. The Cognitive and Emotional Regulation Questionnaire (CERQ-18) was used, in addition to the Metacognitive Strategies Inventory. Both instruments were previously validated in Peru. Results. It was found that blaming others negatively influences metacognition (β = -0.978; p = .004), while focusing on plans positively influences it (β = 2.69; p < .001). To conclude, emotional regulation is a variable that impacts the metacognition of university students.
Fields of Study & Subjects
Developmental and Educational Neuropsychology
Social Skills and Education
Educational Outcomes and Influences
Publication details
- Journal / source
- Actualidades en Psicología
- Publisher
- Universidad de Costa Rica
- Volume
- 40
- Issue
- 140
- Pages
- 103–123
- Publication date
- 15 June 2026
- Language
- ES