Exploring the Relationship Between Metacognition, Emotional Regulation and Perceived Stress Among College Students

Students experience stress because of difficult and demanding situations, which are related to metacognitive abilities emotional control techniques. College students negative emotions frequently, affect their capacity for metacognition. The purpose the study was examine relationship between college students' perceptions stress, metacognition, control. 226 in all, ranging age from 18 35, participated cross-sectional (M = 24.8, SD 4.87). Participants completed a sociodemographic form, Perceived Stress Scale, Emotional Regulation Questionnaire, Metacognitive Awareness Inventory. study's findings showed that majority participants experienced moderate (Male= M 32.4, 5.3, Female= 28.7, 4.9), male reported less mastery processes than female students. Additionally, link perceived regulation discovered, suggesting low degree associated with high level stress. further higher levels were weaker lower use reappraisal as an method, respectively (r(224)=-.182). These results demonstrated abilities, might have significant consequences supporting promoting student performance.