Metacognition and the development of emotional competencies in the classroom

Abstract

This article shows a theoretical deepening of the conceptualization of the term metacognition and its relationship with the learning process, for the development of emotional competences in the classroom. Its main objective is to establish which are the existing relationships between cognition processes and emotions, to establish the fundamental bases of pedagogical design required by teachers when preparing their activities. As a result, it was possible to establish that such classroom strategies can be built if the causal relationships between reflection-awareness, motivation-affectivity, regulation-autonomy, and coexistence-adaptation, existing between metacognition and emotional competencies, are considered. From the above we conclude that metacognition is a dynamic and well-founded process, which requires pedagogical effort to achieve an interaction between emotional processes and learning, mediated by motivation, its relationship with the environment and cognitive interpretation by the student.