Emotional regulation and metacognition in children and adolescents


  • Silvana Zito
  • Giuseppe Mercurio
  • Alessandro Pigoni
  • Simona Mercurio
  • Annamaria Curatola


As literature indicates, people experience emotions following the evaluation of a real or perceived event (Frijda, 1986; Zajonc, 1998; Davidson, Scherer & Goldsmith, 2003; Barrett, 2006; Brackett, et al., 2006; Izard, 2007; Panksepp, 2007). These can cause difficulties in emotional regulatory mechanisms that cause distress in relationship to oneself, to other people and to the world, occasionally resulting in full-blown psychopathology (Stults- Kolehmainen & Sinha, 2014; Extremera & Rey, 2015). Diverse theoretical currents report outcomes of altered metacognitive fuction both in learning (Flavell, 1979; Cottini, 2004), evaluating and monitoring thought (Wells & Matthews, 1995/2014), as well as in the expression of reasoning in terms of mental status on oneself and others behavior (Fonagy, 2000). The goal of this study is to examine whether disfunction of emotive regulation in children causes “metacognitive errors” that leads to development of severe psychopathological diseases.



How to Cite

Zito, S., Mercurio, G., Pigoni, A., Mercurio, S., & Curatola, A. (2019). Emotional regulation and metacognition in children and adolescents. ITALIAN JOURNAL OF EDUCATIONAL RESEARCH, (21), 133–158. Retrieved from https://ojs.pensamultimedia.it/index.php/sird/article/view/3223