Metacognition and Emotional Ecology in College Students

Abstract

Metacognition is the ability to reflect on, analyze, and monitor thinking processes, and it is directly related to emotional ecology. The research approach was a mixed-methods approach, with descriptive level, including documentary-type and field research, non-experimental and cross-sectional design. The methods applied were inductive, deductive, analytical-synthetic, and systemic. The study population consisted of students enrolled in the Marketing career (700), with a sample of 248 students. For the metacognition variable the following dimensions were identified: planning, management, and execution were applied in the second dimension Management, 10 metacognitive strategies were applied to help understand and act in adversity. Regarding emotional ecology, the "4Rs model" was applied with 11 items distributed across 4 indicators: (i) reducing emotional pollutants, (ii) recycling positive emotional resources, (iii) recovering skills and abilities, and (iv) repairing emotional wounds. The Likert scale was used with four options: never or almost never, sometimes, frequently, and always or almost always, rated with 1, 2, 3, and 4 points, respectively, with a higher incidence in factor 4. The results obtained show an average of 73.5 among students, indicating that they cultivate self-awareness and emotional well-being, which positively contributes to our environment and interactions, the 4Rs involve the ability to recognize, understand, and regulate our emotions consciously, it is about managing our emotional reactions effectively, promoting emotional balance and healthy relationships, and managing negative emotions so they do not affect our actions and relationships. It is concluded that metacognition and emotional ecology influence mental health, well-being, and harmony in our lives and surroundings.