A STATE-OF-THE-ART REVIEW OF METACOGNITION AND EMOTIONS IN THE PEDAGOGICAL PROCESS OF HIGHER EDUCATION

Abstract

The purpose of this article is to conduct a state-of-the-art review of how the themes of metacognition and emotion are being studied in the context of higher education and the possible correlations identified in scientific and academic studies over the past five years. The methodological procedures involved three phases of research using the keywords “metacognition,” “emotions,” and “higher education” on the following platforms: the Brazilian Digital Library of Theses and Dissertations (BDTD), the CAPES Journal, and the Educational Resources Information Center (ERIC). Additionally, a word cloud was used as a tool for qualitative content analysis. The results indicated that this research may represent a largely unexplored topic in the scientific and academic fields, especially in the context of higher education. Furthermore, according to the searches conducted on these platforms, there are no Brazilian studies that emphasize these themes in the context of higher education. Finally, we consider the need for further studies that can demonstrate the relationship between metacognitive strategies and the social-emotional skills of college students.