Emotional Metacognition and University Perception: A Study Based on Enactive Emotional Cognition Theory
Jol Milton Chirinos, Alba Lucia Laurentz, Verónika Alarcón, María Elisa Rodríguez
Research Square April 28, 2026 preprint DOI: 10.21203/rs.3.rs-9528401/v1 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Descriptive-comparative study |
|---|---|
| Sample size | 460 |
| Population | University students from different academic programs, grouped by second and fifth academic year |
| Measures | TMMS-24, structured questionnaire addressing vocational, institutional, and future-oriented dimensions |
| Key points | Emotional attention did not differ significantly between second- and fifth-year students, but emotional clarity and regulation were significantly higher among advanced students (p < .01). Differences also appeared across faculties and programs (p < .05), especially in disciplines involving greater interpersonal interaction. Emotional metacognition was significantly associated with vocational decision-making and positive perceptions of the university environment, particularly motivation and the meaning attributed to academic training. |
Abstract
Abstract Background Emotional metacognition, defined as the ability to monitor, interpret, and regulate emotional experiences, has become increasingly relevant in higher education research. Within the framework of enactive emotional cognition, emotions are understood as processes that emerge through continuous interaction between students and their academic environments. This study examined differences in emotional metacognition according to academic year and disciplinary context, and explored its association with students’ perceptions of their university experience.
Methods: A descriptive–comparative study was conducted with 460 university students (58.7% women; mean age = 20.54 years) from different academic programs. Participants were grouped by academic year (second and fifth year). Emotional metacognition was assessed using the TMMS-24, which evaluates emotional attention, clarity, and regulation. Perceptions of the university experience were measured through a structured questionnaire addressing vocational, institutional, and future-oriented dimensions. Descriptive statistics and chi-square tests were applied to identify differences and associations among variables.
Results: No significant differences were identified in emotional attention between academic years. However, significant differences were found in emotional clarity and regulation (p < .01), with advanced students showing higher scores. Differences also appeared across faculties and academic programs (p < .05), especially in disciplines involving greater interpersonal interaction. Furthermore, emotional metacognition was significantly associated with vocational decision-making and positive perceptions of the university environment, particularly regarding motivation and the meaning attributed to academic training.
Conclusions: Emotional metacognition represents a context-sensitive process linked to academic development and disciplinary experiences, supporting the incorporation of emotional competencies into higher education curricula.