Metacognitive Aspects Research Articles

Factors influencing nursing professionalism among nursing students in South Korea: a descriptive study.

This study aims to explore the factors influencing nursing professionalism among nursing students, focusing on the image of nurses, satisfaction with their major, and career metacognition. We conducted a descriptive survey with 185 nursing students from D city and K region on June 10-30, 2024. Data were analyzed using IBM SPSS ver. 27.0 (IBM Corp.), employing descriptive statistics, t tests, one-way ANOVA, Scheffé tests, Pearson's correlation coefficients, and regression analysis. Multiple linear regression analysis was used to identify factors affecting nursing professionalism among nursing students. The regression analysis revealed that the image of nurses (β=.69, p<.001) and monitoring aspect of career metacognition (β=.13, p=.025) were significant predictors of nursing professionalism, accounting for 64.5% of the variance. The findings indicate that the image of nurses and monitoring component of career metacognition are critical in shaping nursing professionalism among nursing students. Therefore, nursing education programs should aim to improve the image of nurses and promote self-reflective career practices as strategies to foster professionalism among nursing students.

Language Learning Strategies of Maritime Students

Language learning strategies for maritime students might differ depending on their individual requirements and programs. In this premise, this study aimed to determine the extent of Language Learning Strategies by Maritime Students in a private school in a highly urbanized city in the central Philippines during the first semester of the School Year 2023-2024 as the basis for the language mastery program. The data needed for this descriptive research framework, coupled with statistical analysis to investigate the language learning strategies, was collected from 438 first-year maritime students using a standardized questionnaire. The results indicate that most parents hold graduate-level education, influencing academic environments. Most students are enrolled in a Bachelor of Science in Marine Transportation, with a balanced distribution of private and public school backgrounds. The study examines language learning strategies used by maritime students, finding moderate utilization in both direct and indirect dimensions. The study highlights the importance of tailored language learning support in marine education, enhancing language learning practices and promoting practical communication skills for professional endeavors. Moreover, it reveals notable language learning strategy employment variations among BSMT and BSMarE students. BSMT students showed slightly higher engagement in metacognitive aspects, while BSMarE students showed moderate engagement in affective and social strategies. The overall mean suggests areas for improvement in language learning behaviors. The study compares language learning strategies among maritime students and reveals significant differences based on a program of study. Bachelor of Science in Marine Transportation students show higher engagement; in contrast, BSMarE students show no significant difference. The findings suggest tailoring specific language learning strategies to enhance students’ proficiency and academic success. Specialized support programs tailored to academic specializations and collaborative efforts among language teachers and faculty across programs are essential to enhancing language learning in maritime education. Keywords: Education, language learning, maritime, strategies, private school, central Philippines

Exploratory Search and Beyond: A Study of Complex Search Scenarios within a Public Digital Library

ABSTRACTComplex search scenarios and exploratory search processes are understudied within the context of public digital library systems. While the literature indicates that exploratory search is effective when undertaking complex search scenarios, the primary focus has been on searching conducted by students, academics, or professionals. In this paper, our focus is on whether public library patrons use such approaches and whether they have developed other ways to pursue complex search scenarios. Using retrospective think‐aloud protocols, nine participants first pursued a complex search scenario of their choosing without intervention, and then narrated what they were thinking and doing while watching a recording of their search. Thematic analysis was used to identify patterns within the data. Three themes were identified and examined in detail: exploratory search, planning, and pragmatism. The key finding is that while the exploratory search model matches some of the cognitive processes described by the participants, other processes were also employed. In particular, we identified both the metacognitive aspect of planning and the strategic decision‐making aspect of pragmatism. This work provides evidence of the need to expand the exploratory search model to include metacognitive and strategic decision‐making aspects.

Multimodal training on L2 Japanese pitch accent: learning outcomes, neural correlates and subjective assessments

Abstract Japanese pitch accent is phonemic, making it crucial for second-language learners to acquire. Building on theories of multimodal learning, the present study explored how auditory, visual and gestural training of Japanese pitch accent affected behavioral, neural and meta-cognitive aspects of pitch perception across two experiments. Experiment 1 used a between-subjects pre/posttest design to train native English speakers to perceive Japanese pitch accents in one of the following three conditions: (1) baseline (audio + flat notation), (2) pitch height notation (audio + notation mimicking pitch height) and (3) pitch height notation + a left-hand gesture (L-gesture) (to engage the contralateral right hemisphere specialized for suprasegmental pitch processing). Our results indicated that (2) pitch height notation training was most robust in its benefits, as participants in this condition improved on trained and novel words alike. Experiment 2 used a within-subjects design to extend Experiment 1 in three ways: adding a right-hand gesture (R-gesture) condition (to engage more segmental language areas in the left hemisphere), introducing a neural correlate of cognitive load (measured by EEG alpha and theta power) and performing a metacognitive subjective assessment of learning (e.g., ‘Which training did you find the most helpful?’). The results showed that although there were no differences among our four training conditions on learning outcomes or EEG power, participants made the most positive subjective evaluations about pitch height notation and R-gesture training. Together, the results suggest that there may be a ‘just right’ amount of multimodal instruction to boost learning and increase engagement during foreign language pitch instruction.

Executive deficits after SARS-CoV-2 infection: A cross-sectional population study

ImportanceDespite the major implications of executive deficits in day-to-day functioning, few studies have investigated this in post-acute sequelae of SARS-CoV-2 infection using standardized measures that differentiate between aspects of executive function. ObjectiveExamine whether SARS-CoV-2 infection is associated with deficits in executive functions and if so, investigate the duration of this association. Design, Setting, and ParticipantsThe present research has a cross-sectional design and uses data from the Norwegian Covid-19 Cohort study. The current cohort (n = 8102) completed the Behavior Rating Inventory of Executive Function- Adult Version (BRIEF-A) electronically between April 2021 and September 2021. During the assessment, 4183 of the included participants had a prior positive polymerase chain reaction test (PCR) for SARS-CoV-2 and 3919 were untested or had a confirmed negative PCR test. ExposureLaboratory-confirmed SARS-CoV-2 infection. Main outcomes and measuresExecutive functions were measured using the BRIEF-A, a self-report questionnaire comprising 75 items within nine theoretically and empirically distinct clinical scales. All participants self-reported on demographical variables and comorbidity. Information on sex and age was derived from the personal identification number, and vaccination status was obtained from the Norwegian Immunization Registry (SYSVAK). ResultsParticipants with a positive SARS-CoV-2 status reported executive deficits in everyday life above the clinical threshold (T-score ≥65) more often than non-infected controls (383 vs. 225). Specifically, the SARS-CoV-2 positive status group indicated significantly more deficits related to metacognition, with the greatest difference demonstrated for working memory. This difference remained when adjusting for various demographic factors and comorbidities, with significantly greater odds of reporting above the clinical threshold following SARS-CoV-2 infection, as observed on the global executive composite score 6–12 months after infection (OR 1.97; 95% CI 1.51 to 2.55). ConclusionsOur study confirms more perceived executive deficits following SARS-CoV-2 infection compared to non-infected controls, with metacognitive aspects being the most affected. These findings shed light on the potential functional difficulties that individuals may encounter during the post-acute phase of SARS-CoV-2 infection and may guide further development of targeted interventions addressing metacognitive domains of executive functioning.

Negative global metacognitive biases are associated with depressive and posttraumatic stress disorder symptoms and improve with targeted or game-based cognitive training.

Metacognition is disrupted in several clinical populations. One aspect of metacognition, global metacognitive bias (difference between objective and self-reported abilities), has shown to be particularly relevant to clinical functioning. However, previous studies of global metacognitive biases in populations with elevated depressive/posttraumatic stress disorder (PTSD) symptoms have not measured objective and self-reported abilities relative to normative samples, limiting the quantification of biases. Additionally, few studies have examined whether cognitive interventions can improve metacognitive biases or how this relates to depressive/PTSD symptom severity. A total of 84 participants with mild traumatic brain injury (77% veterans) performed PTSD and depression assessments along with self-reported and objective measures of global cognition. Age-adjusted norm-based z scores were used for self-reported and objective cognition, and bias was calculated by subtracting objective minus self-report scores. Participants then received 13 weeks of targeted cognitive training or entertainment games training (both providing performance feedback). Participants were assessed at baseline, immediately posttraining, and 3 months posttraining. We found large negative metacognitive biases in those with clinically significant severity of depressive symptoms (z score difference = -1.77), PTSD symptoms (-1.47), and depressive + PTSD symptoms (-2.29). Metacognitive biases improved after both targeted and entertainment training and was associated with reductions in depressive/PTSD symptom severity (r = -.41/-.42, respectively), led by the entertainment training group (r = -.54/-.46, respectively). These findings show that clinically significant severity of depressive/PTSD symptoms is associated with substantial negative global metacognitive biases and preliminarily suggests that cognitive training may improve these biases and depressive/PTSD symptom severity. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Рефлексивно-смысловая педагогическая психология развития когнитивных и метакогнитивных аспектов человеческого капитала учеников и учителей

&lt;p&gt;&lt;em&gt;On the background of differentiation of traditional and modern approaches to the psychological and pedagogical analysis of the subject-activity and reflexive semantic aspects of human knowledge, the innovative direction of personality-oriented developmental education is analyzed. It is implemented by the technologies of reflexive psychology of creativity and productive-semantic pedagogy of the development of gifted students and talented teachers. The experience of the actual psychological and pedagogical study of cognition and metacognitive aspects of the development of intelligence and personality as components of the human capital of students and teachers is presented. For the first time, the precedents are highlighted and the logic of the development of the reflexive semantic direction of pedagogical psychology and the effective experience of introducing its achievements into educational practice is explicated. In this regard, the innovative psychological and pedagogical experience of productive interaction between students and teachers in several scientific schools is characterized (A.A. Bodalev, I.V. Dubrovina, N.V. Kuzmina, L.M. Mitina, A.I. Savenkov, I.N. Semenov, V.E. Chudnovsky, I.S. Yakimanskaya), interpreted from the standpoint of life-meaning and acmeological traditions in Russian human studies.&lt;/em&gt;&lt;/p&gt;

Metacognitive Skills in STEM Integrated Discovery Learning Models for Kinetic Gas Theory in High School

Metacognitive skills are an important component supporting mastery of concepts in studying physics. This research aims to describe students' metacognitive skills through STEM-integrated discovery learning on kinetic gas theory material at SMAN 1 Dolopo. This research uses the One-Group Pretest-Posttest Design method, where in this design, one experimental group is selected to measure students' metacognitive abilities. The research on the kinetic theory of gas metrics was carried out in class XI Merdeka 4. The research took place in the odd semester of 2022-2023. The results of students' metacognitive skills show an increase in every metacognitive aspect, namely planning skills. The increase occurred in every meta-cognitive aspect, namely planning skills, which were originally 66.4 to 73.7. Monitoring skills, which previously received a score of 60.4, also changed to 73. Evaluating skills possessed by students also changed, from 64.4 to 67.4. Significant increases occurred from the pretest to the posttest, especially in the monitoring skills category. From the table, it is known that the increase occurred from the moderately developed to the developed category. Based on the research and discussion results, the metacognitive skills of class XI Merdeka 4 students are included in the developing category after receiving STEM-integrated discovery learning. This is in line with research that states that the inquiry learning model, including the discovery learning model, positively affects students' metacognition in learning. High-performing students may have better metacognitive skills than low-performing students. High-performing students may have better metacognitive skills than low-performing students.

Self-reported strategy use and prospective memory: The roles of cue focality and task importance.

Interest in the metacognitive aspects of prospective memory (PM) is growing. Yet, the interplay between participants' metacognitive awareness of PM task demands and features that contribute to successful PM require further attention. To this aim, participants in the current study completed laboratory-based PM tasks of varying difficulty (cue focality: focal, nonfocal-category, or nonfocal-syllable) and reported their strategy use and perceptions of PM task importance. Most participants reported using a strategy regardless of cue focality. However, only under the most challenging condition (i.e., nonfocal-syllable) did participants who reported using a strategy exhibit better PM performance compared to those who did not use a strategy. Additionally, strategy use and cue focality were independently associated with greater costs to ongoing task performance: strategy users exhibited greater slowing relative to individuals who did not use a strategy, and the extent of slowing was greater as the task difficulty increased across cue focality. Finally, perceived task importance appeared to play an important role in the interactive link between cue focality and strategy use on PM performance for the more challenging, nonfocal PM tasks. Specifically, moderation analyses suggested that greater perceived task importance alone may improve the likelihood of PM success for moderately challenging PM tasks (i.e., nonfocal-category), but for the most challenging PM tasks (i.e., nonfocal-syllable), individuals' strategy use was still associated with better PM performance. The present study expands our understanding of metacognition's role in PM performance and has implications for everyday PM performance.

A short version of odor awareness scale (OAS-6)

People differ in their awareness of odors in the environment. This metacognitive ability can be measured with The Odor Awareness Scale (OAS). However, the OAS consists of 32 items what makes it difficult to use in research where awareness of odors is not the main variable of interest. This study introduces a shortened version of the OAS. Participants completed either the original OAS (n = 268, 72% women) or the shortened OAS-7 version comprising 7 items selected from the original scale (n = 220, 61% women). Based on the validation analyses, one item has been further deleted due to low factor loading. The obtained OAS-6 showed good psychometric properties as established with: confirmatory factor analysis fit indices (χ2 = 17.30, p = 0.044, CFI = 0.977, TLI = 0.962, RMSEA = 0.065, SRMR = 0.039), high reliability (Cronbach’s α = 0.80, McDonald’s ω = 0.81), and temporal stability (test–retest correlation after 6 weeks: r = 0.89). The OAS and OAS-6 showed similar correlations with Individual Significance of Olfaction Questionnaire total score and subscales. On average, women scored higher on OAS-6 than men, mirroring the pattern observed in the OAS. In summary, OAS-6 proves to be a reliable and valid tool for assessing odor awareness. Its quick completion time (within 2 min) opens venues for its application in diverse studies exploring metacognitive aspects of olfactory perception, including investigations into the interplay between odorous environments and human health or in clinical research.

Narrative-Derived Indices of Metacognition among People with Schizophrenia: Associations with Self-Reported and Performance-Based Social Functioning.

Metacognitive functioning-which broadly encompasses the mental processes involved in thinking about the thinking of one's self and the thinking of others-is often impaired among individuals living with schizophrenia and may contribute to difficulties in social and interpersonal functioning. Although the majority of studies assessing metacognition among individuals with schizophrenia use standardized, laboratory-based measurements, an increasing number of studies have measured metacognitive capacity using natural language produced by individuals living with mental illness. At the same time, less is known about how language-derived indices of metacognitive function relate to key social outcomes among people with schizophrenia. The primary objective of this study was to employ a validated language coding system (the Metacognition Assessment Scale, Abbreviated; MAS-A) to assess metacognitive functioning from the spoken life narratives of individuals with schizophrenia (n = 32) and community controls (n = 15). Among individuals with schizophrenia, we also examined the associations between language-derived metacognition and measures of self-reported and performance-based social functioning. Our results suggest that most aspects of metacognition in our sample were not significantly diminished in people with schizophrenia compared to community controls. Unexpectedly, the MAS-A subscale related to one's ability to master psychological difficulties was rated higher among individuals with schizophrenia. Further, our results suggest that among people with schizophrenia, higher metacognitive functioning in the domain of self-reflectivity was associated with poorer self-reported social functioning, while a greater metacognitive awareness of other individuals' minds was associated with better scores on aspects of performance-based social functioning. Collectively, these results underscore the utility of assessing metacognitive functioning via life-story narratives to understand social outcomes and highlight possible aspects of resiliency among individuals who have experienced a serious mental illness.

The effect of writing script on efficiency and metacognitive monitoring in inferential word learning

The writing system – the transparency of orthography in alphabet-based systems and differences between logographic and phonetic-based systems – can affect the efficiency of inferential word learning when words are introduced visually. It can also shape how people self-evaluate their learning success (we refer to such type of self-evaluation as metacognitive monitoring of word learning). By contrast, differences in metacognition and learning performance do not emerge when words are presented auditorily. To measure metacognition, we assessed retrospective confidence by asking participants to rate their certainty about the correctness of their responses. As this direct question raises a person’s conscious awareness of how well they have learned a particular lexical unit, it allowed us to measure those aspects of metacognition that are modulated by consciousness. Such consciousness comes into play when a word is associated with an object. Differences in conscious awareness of the word learning success when words are represented visually make differential demands on word learning across languages and modalities. The observed differences between populations using different writing systems and between perceptual modalities may potentially modulate the effectiveness of vocabulary acquisition activities during foreign language learning.

Biology teaching that develops the metacognitive aspect of learning: How to learn competence

Higher-order thinking and metacognition are closely related and are part of learning to develop competence. The goal of this research was to determine the practice of teaching biology that develops metacognition and evaluate whether teachers require specific professional training for this purpose or if broader cognitive-focused training can also enhance metacognitive development in students. The original Teaching Observation Form (TOF) has been adapted for research objectives. A survey was designed to capture the subjective perspectives of 292 students and their teachers regarding metacognition development. Additionally, the research involved six biology teachers who were professionally trained in a program focused on higher-order thinking. The survey results indicate a self-assessed good teaching practice for the development of metacognition. However, analysis of the first lesson's video recordings showed that some components had been eliminated from biology classes which hindered students' ability to develop metacognition. Although higher-order thinking and metacognition are interconnected phenomena, professional development training focuses solely on higher-order thinking whose impact we established through analysis of other lessons does not induce the necessary positive changes for the comprehensive development of metacognition in students. In a nutshell, explicit professional development programs aimed at fostering metacognitive awareness among teachers need to be designed. These programs should instruct teachers on how to model the development of metacognition in students through their teaching.

Behavioral and Neural Correlates of Visual Working Memory Reveal Metacognitive Aspects of Mental Imagery.

Mental imagery (MI) is the ability to generate visual phenomena in the absence of sensory input. MI is often likened to visual working memory (VWM): the ability to maintain and manipulate visual representations. How MI is recruited during VWM is yet to be established. In a modified orientation change-discrimination task, we examined how behavioral (proportion correct) and neural (contralateral delay activity [CDA]) correlates of precision and capacity map onto subjective ratings of vividness and number of items in MI within a VWM task. During the maintenance period, 17 participants estimated the vividness of their MI or the number of items held in MI while they were instructed to focus on either precision or capacity of their representation and to retain stimuli at varying set sizes (1, 2, and 4). Vividness and number ratings varied over set sizes; however, subjective ratings and behavioral performance correlated only for vividness rating at set size 1. Although CDA responded to set size as was expected, CDA did not reflect subjective reports on high and low vividness and on nondivergent (reported the probed number of items in mind) or divergent (reported number of items diverged from probed) rating trials. Participants were more accurate in low set sizes compared with higher set sizes and in coarse (45°) orientation changes compared with fine (15°) orientation changes. We failed to find evidence for a relationship between the subjective sensory experience of precision and capacity of MI and the precision and capacity of VWM.

Metacognition and Confidence: A Review and Synthesis.

Determining the psychological, computational, and neural bases of confidence and uncertainty holds promise for understanding foundational aspects of human metacognition. While a neuroscience of confidence has focused on the mechanisms underpinning subpersonal phenomena such as representations of uncertainty in the visual or motor system, metacognition research has been concerned with personal-level beliefs and knowledge about self-performance. I provide a road map for bridging this divide by focusing on a particular class of confidence computation: propositional confidence in one's own (hypothetical) decisions or actions. Propositional confidence is informed by the observer's models of the world and their cognitive system, which may be more or less accurate-thus explaining why metacognitive judgments are inferential and sometimes diverge from task performance. Disparate findings on the neural basis of uncertainty and performance monitoring are integrated into a common framework, and a new understanding of the locus of action of metacognitive interventions is developed.

Virtual Practice Teaching of Civics Classes in Colleges and Universities in the Context of Big Data Technology

Abstract In this study, we successfully realized the interaction design of virtual Civics teaching scene through multiresolution hierarchical detail (LOD) model, and constructed an immersive teaching environment using texture mapping technology. Combined with the gesture recognition and training of Adaboost classifier, this paper proposes an innovative interaction model for virtual Civics and Politics teaching. Through in-depth Analysis of the virtual interactive teaching elements of Civics courses in colleges and universities, this study conducted a covariance analysis of the aspects of creativity, critical thinking, metacognition, self-efficacy, and scientific ideological reasoning. Then it explored the effects of different places of origin and types of schools on the acceptance of virtual Civics courses by the students. It was found that among the science and engineering and teacher training students, the science and engineering students paid more attention to the virtual Civics teaching (3.36 and 3.05, respectively). In addition, compared with traditional Civics teaching, virtual practice teaching significantly increased students’ motivation (3.79), proving that Civics courses incorporating virtual interaction design have significant advantages in improving learning attractiveness.

Democrats are better than Republicans at discerning true and false news but do not have better metacognitive awareness

Insight into one’s own cognitive abilities is one important aspect of metacognition. Whether this insight varies between groups when discerning true and false information has yet to be examined. We investigated whether demographics like political partisanship and age were associated with discernment ability, metacognitive efficiency, and response bias for true and false news. Participants rated the veracity of true and false news headlines and provided confidence ratings for each judgment. We found that Democrats and older adults were better at discerning true and false news than Republicans and younger adults. However, all demographic groups maintained good insight into their discernment ability. Although Republicans were less accurate than Democrats, they slightly outperformed Democrats in metacognitive efficiency when a politically equated item set was used. These results suggest that even when individuals mistake misinformation to be true, they are aware that they might be wrong.

Navigating Uncertainty: Exploring Elementary School Teachers' Perspectives on Metacognitive Development in the VUCA Era

Metacognition is the ability that learners have to know, control, and evaluate their thinking processes, as well as learning strategies, can be used to solve problems through three stages, namely the stages of understanding the problem, solving the problem, and evaluating on metacognition knowledge. This shows that metacognition ability is an important aspect of learning. The novelty of this research is the findings obtained from the teacher's perspective on the importance of metacognition of elementary school (SD) students which has not been widely researched by other scientists. Thus, the purpose of this study is to analyze elementary school teachers' perceptions of the importance of metacognition skills with indicators such as 1) Teachers' understanding of the meaning of metacognition skills, 2) The importance of metacognition skills for elementary school students, 3) Understanding of the types of metacognition knowledge, 4) Understanding of the aspects of metacognition, namely cognitive knowledge and regulation of cognition. To obtain these data, the approach used is qualitative with descriptive methods. The research techniques and instruments used were observation and documentation study with instruments in the form of observation sheets and documentation. Primary data sources were from primary school teachers in West Java, Indonesia, and secondary data from relevant literature. The information obtained from the informants was then analyzed with the stages of reduction, display, and interpretation. After the analysis stage is over, the collected data is then validated by data triangulation through validating the source of observation, and strengthened by documentation. The results showed that teachers' perceptions of metacognition consider it important, especially students' metacognition in learning, and the metacognitive abilities of elementary school students are also quite good. The theoretical implication of the results of this study is that this research strengthens the opinion about the importance of teachers' perceptions of students' metacognition abilities to form these abilities.

Preliminary Development and Psychometric Evaluation of the Metacognition Brief Rating Scale: An Informant form of the Metacognition Self-Assessment Scale.

Metacognition has been conceptualized as the ability to reflect on self and others' mental states and representations, including affects, beliefs, and intentions. The Metacognition Self-Assessment Scale (MSAS) was developed to assess various aspects of metacognition, aiming to leverage its potential applications in fields like clinical psychology and psychotherapy. However, a concern associated with MSAS is whether individuals can accurately self-report difficulties in identifying and describing mental states, both their own and others', when they lack these abilities. In response to this challenge, we aimed to develop and validate an alternative reporting tool, the Metacognition Brief Rating Scale (MBRS), which serves as an informant form of MSAS. The MBRS was administered to 384 individuals randomly recruited from the general population. We employed a methodological strategy based on three successive steps. In the preliminary step, items from the MSAS were rewritten into a third-person version by the authors. In the second step, we examined whether the four-factor structure was congruent between the informant-report (MBRS) and the self-report (MSAS) using exploratory and confirmatory factor analysis. In the last step, we examined and compared the psychometric properties of the MBRS and MSAS items, including item characteristics and internal reliability analyses. The psychometric properties (items and scales) of both versions were found to be adequate, and the four-factor structure of the MBRS was supported. The correlation between the two versions was statistically significant, and the factor structures were similar. The results support the psychometric properties of the MBRS. However, further research is needed, especially in larger non-clinical and clinical samples, to replicate and extend these findings.

The relationship of action, affect, and metacognition in functional seizures

ABSTRACT Introduction Metacognition provides a lens through which individuals experience, interpret, and respond to their affective states and behavior; it might thus influence complex neuropsychiatric conditions such as functional seizures – events characterized by states of heightened affective arousal and the disinhibition of prepotent behavior. In this pilot study, we aimed to establish a better understanding of the role of metacognition in functional seizures and its relationship to affective arousal and behavioral disinhibition (i.e., problems in suppressing prepared behavior). We hypothesized that affective arousal is related to higher behavioral disinhibition as well as slower reaction times, that affect and action (performing vs. not performing a movement) are related to memory and metacognition, and that metacognition is related to illness characteristics. Methods We used a combination of an emotional go/no-go and a metacognitive recognition task with affectively valenced and neutral images in 18 patients with functional seizures. We compared markers of behavioral inhibition as well as indices for memory and metacognitive performance between affective (vs. neutral) and action/go (vs. inhibition/no-go) conditions. Results Contrary to our hypothesis, behavioral disinhibition was not different between conditions. However, we found slower reaction times for affectively valenced stimuli. Memory performance and metacognition were better for affectively valenced pictures and for pictures used in go trials (i.e., associated with action/performing the movement). Illness factors (illness duration, seizure frequency, levels of self-reported anxiety) were correlated with aspects of metacognition. Conclusions This pilot study offers first insights into alterations in metacognition related to action and affect in patients with functional seizures; specifically, that affectively valenced stimuli and active engagement are related to enhanced memory and metacognition. This relationship was also found with respect to illness factors. These results provide insight into potentially underlying pathomechanisms, although the lack of a control group limits evaluating the specificity of these findings.