International Open Access Journal Platform

元认知监控与社会情感能力的双向关联

A Review of the Bidirectional Association Between Metacognitive Monitoring and Social-emotional Competence

吕邈, 侯盈序

Psychology of China / 2026,8(4): 499-507 / 2026-04-24 23 17

View Download PDF

• Information:

  曲阜师范大学心理学院，曲阜

• Keywords:
  Metacognitive monitoring; Social-emotional competence; Bidirectional association; Self-regulated learning; Monitoring-control; Cognitive-affective synergy
  元认知监控; 社会情感能力; 双向关联; 自我调节学习; 监测—调控; 认知情感协同
• Abstract: Metacognitive monitoring and social-emotional competence have long been investigated under separate research paradigms, and empirical and theoretical investigations into their interconnection remain limited. Grounded in the Monitoring-Control Model, Self-Regulated Learning Theory, and the Metacognitive and Affective Model of Self-Regulated Learning (MASRL), this review delineates the mutually reinforcing relationship between these two core competencies. As an executive regulatory hub, metacognitive monitoring underpins the real-time awareness and regulation of key components of social-emotional competence, including self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. Conversely, social-emotional competence enhances the precision and adaptability of metacognitive monitoring by optimizing affective states, providing social feedback, and sustaining learning motivation. United by the shared “monitoring-control” mechanism, the two competencies interact dynamically to form a virtuous, spiraling cycle of mutual enhancement. This review offers theoretical grounding and practical implications for the integrated development of metacognitive monitoring and social-emotional competence in basic education to foster students’ holistic development. 元认知监控与社会情感能力长期分属不同研究传统且关联不足。以监测—控制模型、自我调节学习理论、MASRL元认知与情感模型为理论基础，揭示二者的双向赋能关系：元认知监控作为执行中枢，为社会情感能力的自我意识、自我管理、社会意识、人际关系技能、负责任决策提供实时觉察与调控支撑；社会情感能力则通过优化情绪状态、提供社会反馈、激活学习动机，反向提升元认知监控的精准性与灵活性。二者共享“监测—调控”核心机制，形成相互促进、螺旋上升的良性循环。本文为基础教育协同培育元认知监控与社会情感能力、实现学生全面发展提供理论依据与实践参考。
• DOI: 10.35534/pc.0804077 (registering DOI)
• Cite: 吕邈, 侯盈序. (2026). 元认知监控与社会情感能力的双向关联. 中国心理学前沿, 8 (4), 499-507.