Emotional Object Focus and Its Relationship to Metacognitive Judgments
DOI:
https://doi.org/10.28976/1984-2686rbpec2026u11631186Keywords:
metacognitive judgments, emotions, argumentation, teaching, teacher educationAbstract
The main objective was to dentify relationships between emotional focus and metacognitive judgments in a teacher training process. To this end, a methodological approach with a descriptive-interpretive focus was developed, grounded in design-based research. The participants, 25 teachers in training enrolled in a bachelor’s degree program in natural sciences, completed a questionnaire before and after a training process focused on teaching and learning argumentation in science classes. The process lasted 16 weeks, corresponding to one academic semester for the development of a training process in the subject of Biology Didactics. In terms of results, cognitive incongruence and attention to the activity are focal points that activate emotions and, therefore, link epistemic and achievement emotions with metacognitive judgments. It is suggested that these dimensions be worked on together in order to gain an in-depth understanding of emotional management in formal education processes.
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