Examining the Relationship Between Metacognitive Learning Strategies and Positive-Negative Life Experiences in Adolescents in Terms of Cognitive and Emotion Regulation Mediator Variables

Abstract

The aim of this study was to examine the relationship between metacognitive learning strategies, positive– negative life experiences, and cognitive emotional regulation in adolescents. In addition, adolescents’ metacognitive learning strategies, positive– negative life experiences, and cognitive emotional regulation variables were examined by addressing demographic variablessuch as gender, grade level, family income level, and family attitudes. The sample of the study was 623 students in Ereğli district of Konya. Because of the research, there is a significant difference between adolescents’ positive and negative life experiences and gender. There was no significant difference between adolescents’ positive and negative life experiences and grade level. There is a significant difference between adolescents’ positive and negative life experiences and parental attitude variables. There was no significant difference between adolescents’ positive and negative life experiences and income level variables.