Metacognition and wellbeing in education. A literature review

Abstract

Despite the very large number of publications dedicated to metacognition and well-being, there are very few studies directly aimed to explore the connection between these variables and the possible mediating factors. In this context, the present bibliographic study has the following objectives: a) Identifying the main definitions and conceptual models of metacognition and well-being; b) Highlighting the particular aspects  of the educational environment, important from the perspective of the research on metacognition and well-being; c) Identifying the factors that connect metacognition and well-being; d) Identifying the tools available for measuring metacognition and well-being; e) Identifying the methods and directions of action in interventions aimed at developing metacognitive skills and well-being. Based on the existing data in the literature, we conclude that there is sufficient empirical evidence to support the idea that metacognitive skills have a significant positive effect on professional performance both for students and teachers, and indirectly on their well-being. Therefore, additional research is required to elucidate the connections between metacognition and well-being, as well as to develop specific intervention programs for the development of metacognitive skills in school and for raising awareness of the factors contributing to the well-being of students and teachers.