APPROXIMATIONS BETWEEN METACOGNITION AND EMOTION IN TEACHING-LEARNING PROCESSES

Abstract

The use of metacognitive strategies in formal education, through the mediation and incentive of the teacher, shows potential for improving learning, classroom performance, and students' socio-emotional management skills. Given that natural sciences and mathematics education are typically associated with the highest degrees of difficulty in content assimilation, the intentional application of metacognition in teaching and learning in these fields can highlight its contribution. Thus, a literature review in the Web of Science database using the terms emotion and learning in the keywords and metacognition in the title found 18 articles from 1997 to 2024. Of these, only 9 papers aim to understand the relationships between the effects on learning and the implications of emotional or motivational factors with metacognitive practice. The results indicate that it is possible to identify positive impacts on planning, regulation, and improvement in performing activities, as well as greater engagement in problem-solving, reduction of negative feelings, and better error management. However, the scarcity of studies in the literature is highlighted for a comprehensive and assertive understanding of the subject and a more precise conception of metacognition.