Abstract

The aim of this study was to investigate the relationship between emotional intelligence and meta-cognition in a group of university students. The participants were 720 students chosen by random selection from different faculties of the Hashemite University. Means, standard deviations, regression and correlation analysis were used to analyze the data. Results indicated a significant positive correlation between emotional intelligence subscales and meta-cognition subscales, suggesting the need for an enhanced university role in improving student meta-cognition skills through theoretical and applied training programs.

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