Educational Psychology

The Relationship Between Metacognitive Skills and Emotional Creativity: A Comparative Study of On-Campus and Online Students at the University of Isfahan

Document Type : Research Paper

Authors

Monir Mosavar 1
Yasamin Abedini 2
Azam Esfijani 3

1 M.A. in Educational Technology, Faculty of Educational Sciences and Psychology, University of Isfahan, Isfahan, Iran.

2 Associate Professor, Department of Education, Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran.

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

https://doi.org/10.22054/jep.2025.84747.4154
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
Subjects
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Educational Psychology
Volume 21, Issue 76
Spring 2025
Pages 229-253

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