دور كل من مهارات ما وراء المعرفة والكفاءة الانفعالية في التكيف مع الحياة الجامعية لدى الطلبة الجامعيين بدولة الكويت

Abstract EN

The study aimed at identifying the role of metacognition and emotional competence in students’ adaptation with university life in the State of Kuwait.

It also aimed at assessing the extent to which metacognition and emotional competence contribute in predicting such an adaptation.

This dependent variable was tested against gender, students’ major and their grade point average.

The study used the descriptive correlative method, and the main sample consisted of 362 male and female university students in the State of Kuwait, who responded to the list of metacognitions prepared by Shisro Widison (1994) and translated into Arabic by Mohammad Abu Hashem (1999), the emotional competence gauge prepared by Nabil Zayid (2009) and the adaptation with university life gauge prepared by Yahia Al-Jinabi (2001).

The results showed a positive relationship between metacognition skills and emotional competence and adaptation with university life in its academic, psychological and social dimensions.

The study also showed a statistically significant and positive correlation between emotional competence and the overall gauge of adaptation with university life in all its dimensions.

Moreover, the study demonstrated that emotional competence contributed in a statistically significant way in predicting the adaptation with university life; however, metacognition was not statistically significant.

Furthermore, results demonstrated that there were no statistically significant differences with regard to gender between metacognition and emotional competence and adaptation with university life, but there were statistically significant differences between metacognition and emotional competence and adaptation with university life in favor of students with higher grade point average in comparison to students with medium or low-grade point average.