Emotional Regulation and Metacognitive Strategies in Psychology Students of a Private University from Arequipa, Peru

Gallegos W.A.L.; Huamán L.P.M.; Rivera R.; Valdivia L.M. · Actualidades en Psicologia (2026) · DOI: 10.15517/ap.v40i140.65131

Resumen

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.

Instituciones: Universidad Católica San Pablo