Metacognitive Capacities Research Articles

Researching the use of e-portfolios to promote students thinking in digital age: a qualitative action study

Purpose Through the action research study, this paper aims to examine how e-portfolios improve students’ critical, reflective and creative thinking as part of higher-order thinking skills (HOTS). Besides, this paper also explores how e-portfolios enhance students’ speaking skills. The study is carried out to improve the current state by identifying and solving problems in specific contexts. Design/methodology/approach This investigation was designed to seek the improvement of the students’ higher-order thinking and speaking skills after the implementation of the e-portfolio. Action research was chosen because action research is suitable to bring change and improvement in the system or assume to bring progress in the system. This study was designed in two phases, featuring reflection and connection between previous and new data. Findings By completing this action research study, the authors assisted students in improving their higher-order thinking and speaking skills. The improvement was related to the indicators for learning success, which were explained in this research. The HOTS criteria include the capacity to analyze essential facts and arguments that the students presented in their spoken works logically and critically. Research limitations/implications HOTS encompasses critical, logical, creative and metacognitive thinking skills. Future research should go further into the usage of e-portfolios in the development of students’ metacognitive capacities. Moreover, because this investigation was carried out using action research methods, it is crucial to recognize that no generalizability can be offered for the findings. Practical implications The study’s findings should also benefit practitioners and instructors endeavoring to enhance students’ e-portfolios, critical thinking and digital skills in the classroom. Social implications The discussion focuses on important development topics. Everyone, not just students, should be encouraged to participate in creating and developing our technological future. The analysis offers unique and essential perspectives into what to explore for such a substantial attempt as implementing digital technology, specifically to construct an e-portfolio. Originality/value Despite the widespread usage of e-portfolios in English as a foreign language (EFL) instruction, there is a lack of research on how e-portfolios can enhance EFL students’ HOTS and speaking abilities. Hence, this study addresses a deficiency in existing research by examining the potential of e-portfolios to enhance students’ HOTS and oral communication skills within the context of EFL.

Exploring the Relationship Between Metacognition, Emotional Regulation and Perceived Stress Among College Students

Students experience stress because of difficult and demanding situations, which are related to metacognitive abilities and emotional control techniques. College students experience negative emotions frequently, which affect their capacity for metacognition. The purpose of the study was to examine the relationship between college students' perceptions of stress, metacognition, and emotional control. 226 college students in all, ranging in age from 18 to 35, participated in the cross-sectional study (M = 24.8, SD = 4.87). Participants completed a sociodemographic form, the Perceived Stress Scale, the Emotional Regulation Questionnaire, and the Metacognitive Awareness Inventory. The study's findings showed that the majority of participants experienced moderate stress (Male= M = 32.4, SD = 5.3, Female= M = 28.7, SD = 4.9), and male students reported less mastery of metacognitive processes than female students. Additionally, a negative link between perceived stress and emotional regulation was discovered, suggesting that a low degree of emotional regulation was associated with a high level of stress. The findings further showed that higher levels of stress were associated with weaker metacognitive capacity and lower use of reappraisal as an emotional regulation method, respectively (r(224)=-.182). These results demonstrated a relationship between perceived stress, metacognitive abilities, and emotional regulation that might have significant consequences for supporting and promoting college student performance.

A randomized controlled trial comparing two doses of emotion regulation therapy: Preliminary evidence that gains in attentional and metacognitive regulation reduce worry, rumination, and distress

BackgroundEmotion regulation therapy (ERT) promotes resilience in distress disorders by strengthening attentional and metacognitive capacities. Regulation skills are presented with the goal of ameliorating the perseverative negative thinking (PNT) that characterizes these disorders. This study tested ERT in a randomized controlled trial comparing the effectiveness of 16-session (ERT16) versus 8-session (ERT8) doses. MethodPatients (N = 72) endorsing elevated worry and/or rumination and meeting diagnostic criteria for a distress disorder were randomized to ERT8 or ERT16. PNT, anxiety/depressive symptoms, functioning/quality of life, and treatment mechanisms (attention shifting, attention focusing, decentering, reappraisal) were measured at pre, mid, and post treatment. Clinical symptom severity was also assigned via diagnostic interview at each timepoint. ResultsERT produced significant improvements across outcomes. ERT16 showed an advantage over ERT8 for distress disorder severity, worry, rumination, and attention shifting from pre-post treatment. Changes in ERT treatment mechanisms mediated changes in clinical improvement. ConclusionThese findings provide evidence of the effectiveness of two doses of ERT in reducing PNT and distress through improvements in regulation skills. Clinicaltrials.gov identifierNCT04060940.

Rational Belief, Reflection, and Undercutting Defeat

Abstract Philosophers disagree about the role of reflection for rationality, understood as the capacity to (properly) respond to genuine, normative reasons. Here, ‘reflection’ means the capacity for self-conscious normative meta-cognition. This article develops and rejects a novel argument – the argument from undercutting defeaters – in favor of the ‘one-level view’ that holds that having the concept of a belief (and of a reason) is necessary for responding to reasons. It will be argued that the ‘two-level view’, which allows for rational subjects that can only non-reflectively respond to reasons, is supported by considerations dealing with the role of responding to reasons for rational action. Rationality is not as unified as the one-level view wants to have it. We start with the non-reflective way of rationally forming beliefs and then grow into the reflective way.

Conversation and the evolution of metacognition

Abstract While the term “metacognition” is sometimes used to refer to any form of thinking about thinking, in cognitive psychology, it is typically reserved for thinking about one’s own thinking, as opposed to thinking about others’ thinking. How metacognition in this more specific sense relates to other-directed mindreading is one of the main theoretical issues debated in the literature. This article considers the idea that we make use of the same or a largely similar package of resources in conceptually interpreting our own mind as we do in interpreting others’. I assume that a capacity for other-directed mindreading is minimally shared with our great-ape relatives, but I argue that the architecture of this system had to be substantially modified before it could efficiently and adaptively be turned inwards on one’s own mind. I contend that an important piece of the overall evolutionary explanation here likely concerns selection pressures arising from the domain of conversational interaction. Specifically, drawing on work carried out in the human interaction studies tradition (e.g., conversation analysis), I argue that the smooth to-and-fro of conversational interaction can be seen to heavily depend on metacommunicative capacities, which, in turn, are underpinned by metacognitive capacities. I conclude with a thumbnail sketch of an evolutionary account of the emergence of these metacognitive capacities in the human line. Their appearance and spread – whether via genes, cultural learning, or more likely, some combination of the two – helps to explain the transition from great-ape communication to human conversation.

Curious to Know

Abstract What is curiosity? An attractive option is that it is a desire to know. This analysis has been recently challenged by what I call interrogativism, the view that inquiring attitudes such as curiosity have questions rather than propositions as contents. In this paper, I defend the desire-to-know view, and make three contributions to the debate. First, I refine the view in a way that avoids the problems of its simplest version. Second, I present a new argument for the desire-to-know view that focuses on ascriptions of the form ‘S is curious to ϕ’, which, despite their prevalence, have been ignored in the literature. Third, I examine the central motivation for interrogativism – the argument from metacognition, according to which animals can be curious yet do not have the metacognitive capacities required by desires to know – and argue that it rests on questionable assumptions about desires and attitude ascriptions.

Meaning-making processes across the lifespan: An investigation of the developmental course of metacognitive capacity

Deficits in metacognitive capacity (i.e., the ability to integrate knowledge of oneself and others into a cohesive whole) have been shown to lead to poor functional outcome in psychosis. However, there is a gap in the literature concerning the role of metacognition in typically developing populations, which makes it difficult to define what level of metacognition is normative and at what point deficits in metacognition suggest pathology. To explore this issue, we utilized cross-sectional design to assess metacognitive capacities among 69 neurotypical adults whose ages varied from 18 to 65 using the Metacognitive Assessment Scale – Abbreviated (MAS-A) and then compared those with MAS-A scores from a second previously gathered sample of 360 adults diagnosed with psychosis across four key developmental windows: emerging adulthood, early adulthood, middle adulthood, and late adulthood. Our findings suggest that in our overall sample, individuals with psychosis had significantly lower levels of metacognitive capacity across all domains assessed by the MAS-A in comparison to neurotypical individuals. Additionally, our data suggest a deleterious effect of psychosis such that individuals with psychosis showed significantly lower metacognition in each developmental stage. Additionally, these differences were largest in emerging and late adulthood and for both groups awareness of others stood out as the single metacognitive domain which was significantly less impaired among older groups. Our results suggest a developmental course for metacognitive capacity such that awareness of others is the sole domain that grows over the lifespan.

Perspectives of Nursing Students on Promoting Reflection in the Clinical Setting: A Qualitative Study

Background: Reflection increases meta-cognitive capacities, promotes student-instructor relationships, overcomes the theory-practice gap, and enriches learning. This study aims at exploring nursing students’ perspectives on the facilitators of reflective practices in the clinical setting. Methods: Semi-structured interviews were conducted among 21 Saudi nursing students at one major university in Saudi Arabia. Results: Two major themes were prevalent upon thematic analysis, namely, “Personal Drivers of Reflection” which consisted of “Motivation to Learn”, “Desire to develop”, “Ethical Regard”, and “Responsibility towards patients” and “External Drivers of Reflection” which consisted of “Patient characteristics”, “Case complexity”, and “Competent Instructors”. Conclusion: As per the results of the study, nursing students perceived that they underwent reflection as a response to personal motivational and external educational aspects. According to the findings, instructors should assist students through clinical reflection, with a special focus on their interactions and motivation.

What Makes Learners Overestimate Their Text Comprehension? The Impact of Learner Characteristics on Judgment Bias

It is frequently assumed that learner characteristics (e.g., reading skill, self-perceptions, optimism) account for overestimations of text comprehension, which threaten learning success. However, previous findings are heterogenous. To circumvent a key problem of previous research, we considered cognitive, metacognitive, motivational, and personality characteristics of learners (N = 255) simultaneously with regard to their impact on the judgment biases in prediction and postdiction judgments about factual and inference questions. The main results for the factual questions showed that men, lower reading skill, working memory capacity, and topic knowledge, yet higher self-perceptions of cognitive and metacognitive capacities yielded stronger overestimations for prediction judgments. For inference questions, a lower reading skill, higher self-perceptions of metacognitive capacities, and a higher self-efficacy were related to stronger overestimations for prediction and postdiction judgments. A higher openness was a risk factor for stronger overestimations when making predictions for the inference questions. The findings demonstrate that learner characteristics are a relevant source of judgment bias, which should be incorporated explicitly in theories of judgment accuracy. At the same time, fewer learner characteristics were actually relevant than previous research suggests. Moreover, which learner characteristics impact judgment bias also depends on task requirements, such as factual versus inference questions.

Fulfilling the promise of the LPF: Comment on Morey et al. (2022).

In this commentary, I highlight a perceived reluctance in Morey et al.'s (2022) contribution to fully commit to a definition of the level of personality functioning (LPF), not as the functional consequence of extreme traits, but as an intrapsychic system that drives trait manifestation. I argue that for the LPF to reach its full potential to innovate the assessment and diagnosis of personality pathology beyond mere signs and symptoms, it is essential to define the LPF as a subjective meaning-making system located in biological systems that support the metacognitive capacities necessary for abstracting a sense of self. This view reflects the idea that personality does not simply describe a person (as traits do) but also captures how a person manages their self in relation to others (as LPF does). It implies a definition of personality that includes structural motivational components that fulfill an intrapsychic, organizing function, acknowledging the fact that traits alone are not enough to fully describe personality. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

The Wisdom Researchers and the Elephant: An Integrative Model of Wise Behavior

This article proposes an integrative model of wise behavior in real life. While current research findings depend considerably on how wisdom is conceptualized and measured, there are strong conceptual commonalities across psychological wisdom models. The proposed model integrates the components of several existing models into a dynamic framework explaining wise behavior. The article first specifies which real-life situations require wisdom and discusses characteristics of wise behavior. The core proposition of the model is that in challenging real-life situations, noncognitive wisdom components (an exploratory orientation, concern for others, and emotion regulation) moderate the effect of cognitive components (knowledge, metacognitive capacities, and self-reflection) on wise behavior. The model can explain the situation specificity of wisdom and the commonalities and differences between personal and general wisdom. Empirically, it accounts for the considerable variation in correlations among wisdom measures and between wisdom measures and other variables. The model has implications for the design of wisdom-fostering interventions and new wisdom measures.

Contrasting the Social Cognitive and Metacognitive Capacities Among Patients With Schizophrenia and Autism Spectrum Disorders Enrolled in Psychiatric Rehabilitation.

Unique deficits in synthetic metacognition have been found in schizophrenia when compared with other psychiatric conditions and community controls. Although persons with autism spectrum disorders (ASD) display similar deficits in social cognition relative to those with schizophrenia, to date no study has compared metacognitive function between these groups. We aimed to compare the metacognitive capacities of persons with schizophrenia and ASD and their associations with other outcomes (neurocognition, social cognition, depression, and quality of life). Fifty-six outpatients with schizophrenia or ASD (mean age, 32.50 [9.05]; 67.9% male) were recruited from two French Centers of Reference for Psychiatric Rehabilitation of the REHABase cohort. Evaluation included the Indiana Psychiatric Illness Interview, Metacognition Assessment Scale-Abbreviated, Movie for the Assessment of Social Cognition, and a large cognitive battery. Compared with those with schizophrenia, participants with ASD had higher self-reflectivity ( p = 0.025; odds ratio, 1.38 [1.05-1.86]) in univariable analyses. Metacognitive deficits may be found in ASD with a profile that varies from what is found in schizophrenia. It is possible that methods for enhancing metacognitive abilities during psychiatric rehabilitation may be refined to assist adults with ASD to better manage their own recovery.

Model-free metacognition

Extensive work has been done on the metacognitive capacities of humans, as well as to investigate metacognitive processes in nonhuman animals. What we propose here, however, is that there are two very different forms that metacognition can take: either model-based (implicating at least a simplified model of the thinker's own mind), or model-free (representing some mental state or process in oneself in the absence of any such model). The focus of all work on human metacognitive judgments has been on the model-based variety, as have been most attempts to discover metacognition in animals. We first review recent studies suggesting that there are no resources shared between human metacognitive judgments and the sorts of behavioral tests employed with animals, implying that the latter fail to provide evidence of even simplified forms of model-based metacognition. Thereafter the question of model-free metacognition in animals is pursued. Negative verdicts are rendered on a pair of possible claims of this sort. But two positive answers are defended. One is that epistemic emotions like curiosity and interest, as well as the signals involved in failed memory searches, implicate representations whose content is, unknown. The other is that decisions to deploy attentional / mental effort (which many animals besides humans can do) depend on appraisals of an analog-magnitude signal representing the extent to which executive resources are engaged.

Young children spontaneously devise an optimal external solution to a cognitive problem.

Metacognition plays an essential role in adults' cognitive offloading decisions. Despite possessing basic metacognitive capacities, however, preschool-aged children often fail to offload effectively. Here, we introduced 3- to 5-year-olds to a novel search task in which they were unlikely to perform optimally across trials without setting external reminders about the location of a target. Children watched as an experimenter first hid a target in one of three identical opaque containers. The containers were then shuffled out of view before children had to guess where the target was hidden. In the test phase, children could perform perfectly by simply placing a marker in a transparent jar attached to the target container prior to shuffling, and then later selecting the marked container. Children of all ages used this external strategy above chance levels if they had seen it demonstrated to them, but only the 4- and 5-year-olds independently devised the strategy to improve their future performance. These results suggest that, when necessary for optimal performance, even 4- and 5-year-olds can use metacognitive knowledge about their own future uncertainty to deploy effective external solutions.

Déficit métacognitif dans la schizophrénie : caractéristiques et liens

ObjectivesResearch indicates that many patients with schizophrenia experience deficits in metacognitive capacity defined as the ability to form complex representations of themselves and others. The aim of the current study was to assess metacognitive deficit in patients with schizophrenia. These variables were collected together with many other sociodemographic, clinical and therapeutic data. MethodsWe conducted a descriptive and analytical cross-sectional study in the psychiatry department at the Hedi Chaker University Hospital in Sfax (Tunisia). Patients were in a non-acute phase, defined by the absence of any psychiatric symptoms during the last four weeks, also, no changes in medication during the previous month had been required. An informed written consent was obtained, following which patients completed questionnaires assessing sociodemographic and clinical data during structured interviews. Symptoms and severity of the illness were assessed using the Positive and Negative Symptoms Scale (PANSS). Insight was assessed using the Insight Scale (Q8). In addition, the Metacognition Assessment Scale-Abbreviated (MAS-A) was used to assess metacognitive capacities. The MAS-A contains four dimensions: self-reflectivity, awareness of the mind of others, decentration, and mastery. Higher scores reflect an ability to effectively respond to psychological challenges on the basis of psychological knowledge. ResultsWe recruited 74 adults with schizophrenia disorder. The diagnosis was with DSM5. Their average age was 45 years (SD=9.84 years) with a sex ratio (M/F) of 1.552. Nineteen patients (25.5%) were married, and low educational level was present in 43% of cases. Forty patients (54%) were unemployed. Metacognitive deficit was detected in all the patients. They had low levels in all four dimensions of metacognition. The most affected dimension in our series was “Mastery”. All patients had an overall insight score less than six (the average score was 2.73) with poor awareness in 62% of patients. The main factors correlated with metacognitive deficit were: occupational inactivity (P-0.015), Primary education level (P=0.045), tobacco consumption (P=0.002), low insight (P-0.001), negative symptomatology (P<10-3) and the use of first generation of antipsychotics (P=0.003). The multivariate analysis showed that three factors (occupational inactivity, low insight and the presence of negative symptomatology) were predictors of metacognitive deficits. ConclusionBased on our results, occupational inactivity, negative symptomatology and low insight are predictors of metacognitive deficit in schizophrenia. Specific therapeutics should be proposed to act on these factors. A metacognitive training program, tailored to this vulnerable population, is a priority to improve their quality of life.

Metacognition, symptoms and general functioning in patients with schizophrenia

IntroductionPoorer metacognitive abilities are recognized as strong predictors of social functioning deficits in individuals with schizophrenia.ObjectivesThe aim of the current study is to examine metacognitive functioning in people with schizophrenia and to explore correlations between metacognition, symptoms and general functioning.MethodsIt was a cross-sectional study involving outpatients diagnosed with schizophrenia and followed in the psychiatry “C” department at Hedi Chaker university Hospital, in Sfax -Tunisia, between may and december 2018. Sociodemographic, clinical and therapeutic data were measured using self-reported questionnaires, and metacognition was assessed with the Metacognition Assessment Scale – Abbreviated version (MAS-A). The general functioning was measured with The Global Assessment of Functioning (GAF).ResultsA total of 74 participants participated in the study. The average age was 34.1 ± 11.8 years and the sex-ratio was 1.6. The average score of global assessment of functioning was 49.39±10. Means and standard deviations on MAS scores were as follows: self-reflectivity 4.18 (1.46), understanding of others’ minds 3.20 (1.06), decentration 2.5 (1.8), mastery 2.54 (1.85), and the MAS total scores 12.42 (6.17). The results indicate that poor social functioning is associated with metacognitive difficulties (r=0.27, p&lt;10-3). Greater metacognition was significantly correlated with fewer negative symptoms (r= -0.62, p&lt;10-3), but metacognition was not significantly correlated with positive psychotic symptoms, cognitive disorganisation, excitement or emotional distressConclusionsThese findings underscore the importance of interventions designed to enhance the patients’ metacognitive capacities, that is, the more proximal capacities linked to poorer social functioning.

An investigation of how relative precision of target encoding influences metacognitive performance

Detection failures in perceptual tasks can result from different causes: sometimes we may fail to see something because perceptual information is noisy or degraded, and sometimes we may fail to see something due to the limited capacity of attention. Previous work indicates that metacognitive capacities for detection failures may differ depending on the specific stimulus visibility manipulation employed. In this investigation, we measured metacognition while matching performance in two visibility manipulations: phase-scrambling and the attentional blink. As in previous work, metacognitive asymmetries emerged: despite matched type 1 performance, metacognitive ability (measured by area under the ROC curve) for reporting stimulus absence was higher in the attentional blink condition, which was mainly driven by metacognitive ability in correct rejection trials. We performed Signal Detection Theoretic (SDT) modeling of the results, showing that differences in metacognition under equal type I performance can be explained when the variance of the signal and noise distributions are unequal. Specifically, the present study suggests that phase scrambling signal trials have a wider distribution (more variability) than attentional blink signal trials, leading to a larger area under the ROC curve for attentional blink trials where subjects reported stimulus absence. These results provide a theoretical basis for the origin of metacognitive differences on trials where subjects report stimulus absence, and may also explain previous findings where the absence of evidence during detection tasks results in lower metacognitive performance when compared to categorization.

Metacognitive Development and Conceptual Change in Children

There has been little investigation to date of the way metacognition is involved in conceptual change. It has been recognised that analytic metacognition is important to the way older children (c. 8–12 years) acquire more sophisticated scientific and mathematical concepts at school. But there has been barely any examination of the role of metacognition in earlier stages of concept acquisition, at the ages that have been the major focus of the developmental psychology of concepts. The growing evidence that even young children have a capacity for procedural metacognition raises the question of whether and how these abilities are involved in conceptual development. More specifically, are there developmental changes in metacognitive abilities that have a wholescale effect on the way children acquire new concepts and replace existing concepts? We show that there is already evidence of at least one plausible example of such a link and argue that these connections deserve to be investigated systematically.

Levels of Structural Integration Mediate the Impact of Metacognition on Functioning in Non-affective Psychosis: Adding a Psychodynamic Perspective to the Metacognitive Approach.

Synthetic metacognition is defined by integrative and contextualizing processes of discrete reflexive moments. These processes are supposed to be needed to meet intrapsychic as well as interpersonal challenges and to meaningfully include psychotic experience in a personal life narrative. A substantial body of evidence has linked this phenomenon to psychosocial functioning and treatment options were developed. The concept of synthetic metacognition, measured with the Metacognition Assessment Scale-Abbreviated (MAS-A), rises hope to bridge gaps between therapeutic orientations and shares valuable parallels to modern psychodynamic constructs, especially the ‘levels of structural integration’ of the Operationalized Psychodynamic Diagnosis (OPD-2). As theoretical distinctions remain, aim of this study was to compare the predictive value of both constructs with regard to psychosocial functioning of patients with non-affective psychoses, measured with the International Classification of Functioning, Disability and Health (MINI-ICF-APP). It was further explored if levels of structural integration (OPD-LSIA) would mediate the impact of metacognition (MAS-A) on function (MINI-ICF-APP). Expert ratings of synthetic metacognition (MAS-A), the OPD-2 ‘levels of structural integration’ axis (OPD-LSIA), psychosocial functioning (MINI-ICF-APP) and assessments of general cognition and symptoms were applied to 100 individuals with non-affective psychoses. Whereas both, MAS-A and OPD-LSIA, significantly predicted MINI-ICF-APP beyond cognition and symptoms, OPD-LSIA explained a higher share of variance and mediated the impact of MAS-A on MINI-ICF-APP. Levels of structural integration, including the quality of internalized object representations and unconscious interpersonal schemas, might therefore be considered as valuable predictors of social functioning and as one therapeutic focus in patients with non-affective psychoses. Structural integration might go beyond and form the base of a person’s actual reflexive and metacognitive capabilities. Psychotherapeutic procedures specific for psychoses may promote and challenge a patient’s metacognitive capacities, but should equally take the need for maturing structural skills into account. Modern psychodynamic approaches to psychosis are shortly presented, providing concepts and techniques for the implicit regulation of interpersonal experience and aiming at structural integration in this patient group.

Risk factors and protection in teachers

Antecedentes: la profesión docente se considera una profesión de alto riesgo para el desarrollo de brotes clínicos como resultado de una carga de trabajo excesiva, baja auto-satisfacción, estudiantes o un salario mediocre. Varios estudios han demostrado que una alta capacidad metacognitiva y un reconocimiento emocional pueden influir positivamente en la calidad de vida (Amirian y Behshad, 2016; Iacolino et al., 2018; Iacolino et al., 2019). Por esta razón, la inteligencia emocional y las construcciones de metacognición se han vuelto muy importantes en los últimos años. De hecho, conocerlos puede ayudar a comprender mejor el riesgo de efectos disfuncionales como el "Burnout" y / o el estrés traumático secundario en esta categoría (Kamenetz, 2015; Hydon et al., 2015). Método: La muestra consta de 338 maestros con una edad promedio de 50,19 (DE = 7,91), a quienes se les administró una prueba de batería de autoinforme, como: Tarjeta de registro socio-ad-hoc; Link Burnout Questionnaire (LBQ; Santinello, Verzelletti Altoè, 2006); Prueba de autoinforme de inteligencia emocional (SREIT; Craparo, Magnano y Faraci, 2014); Estrés traumático secundario (STSS-I; Setti y Argentero, 2012); Escala de cribado de funciones metacognitivas-30 (MFSS; Alaimo y Schimmenti, 2013). Resultados: Los resultados mostraron que no solo existe una correlación positiva estadísticamente significativa entre las dos escalas de metacognición (CDD y CDP) y la inteligencia emocional (p 0.01), sino que también hay una correlación negativa estadísticamente significativa entre la inteligencia emocional y todas las escalas de LBQ (p 0,01). Por esta razón, los datos de la literatura son ciertos. (Sprang, Craig y Clark, 2011; Finkelhor et al., 2013). Conclusión: En conclusión, el objetivo de este trabajo, que es verificar si la IE y las buenas capacidades metacognitivas podrían considerarse como un factor de protección, para mitigar los posibles efectos disfuncionales como el síndrome de Burnout o el estrés traumático secundario, ha sido confirmado.