Metacognition, emotion regulation, and interpersonal difficulties in university students

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dc.contributor.authorRabia Noor
dc.date.accessioned2025-11-24T20:44:01Z
dc.date.available2025-11-24T20:44:01Z
dc.date.issued2023
dc.description.abstractInterpersonal difficulties are one of the most prevailing problems nowadays in university students which eventually affect students’ cognition and regulation of emotions. This study was performed to investigate the relationship among metacognition, emotion regulation and interpersonal difficulties in university students. Correlation study design was used with a sample of 304 participants (females= 152, males= 152) were selected through purposive sampling. A consent, and demographic form, Metacognition Awareness Inventory (MAI), Emotion Regulation Scale for University Students (ERS) and Interpersonal Difficulties Scale for University Students (IPDS) were used for data collection. The findings indicated that metacognition has a significant negative relationship with interpersonal difficulties and significant positive relationship with emotion regulation, while emotion dysregulation has a significant positive relationship with interpersonal difficulties. It was also found that metacognition levels are higher in females than males whereas males have higher levels of unstable relationships than females. Moreover, students at private universities and BS have higher levels of metacognition than students at public universities and MS. These findings present the significant role that metacognition and emotion regulation plays in predicting interpersonal difficulties and delivers empirical basis for eliminating or reducing interpersonal difficulties among university students.
dc.identifier.urihttps://escholar.umt.edu.pk/handle/123456789/12581
dc.language.isoen
dc.publisherUMT, Lahore
dc.titleMetacognition, emotion regulation, and interpersonal difficulties in university students
dc.typeThesis
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