Document Type : Research Paper

Authors

• monir mosavar ¹
• yasamin abedini ²
• azam esfijani ²

¹ University of Isfahan

² Associate Professor, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, University of Isfahan, Isfahan, Iran

Abstract

The present study aimed to examine the relationship between metacognitive skills and emotional creativity among in-person and online postgraduate students at the University of Isfahan. Employing a descriptive-correlational design, the statistical population comprised all master’s level students enrolled in both modalities at the university. A total of 235 participants were selected, including 83 online students recruited via a census approach and 152 in-person students selected through stratified sampling with proportional allocation. Data were collected using the Metacognitive Skills Questionnaire (Wells, 1997) and the Emotional Creativity Inventory (Averill, 1999). Statistical analyses involved the Kolmogorov-Smirnov test for normality, Pearson’s correlation coefficient, multiple regression analysis, and independent samples t-tests. The results revealed statistically significant correlations between all dimensions of metacognitive skills and emotional creativity across both student groups (p ≤ .05). In the online cohort, however, only specific subcomponents of metacognitive skills demonstrated significant associations with emotional creativity. Furthermore, meaningful gender-based differences were observed in both metacognitive functioning and emotional creativity.

Keywords

• face-to-face education
• online education
• gender differences
• emotional creativity
• metacognitive skills

Main Subjects

• روانشناسی یادگیری