Effects of metacognitive awareness with cognitive emotion regulation status on pediatric clinical stress and academic success levels of students who take pediatric nursing

Aim: To examine the effects of metacognitive awareness with cognitive emotion regulation status on pediatric clinical stress and academic success levels of students who take pediatric nursing course. Methods: The study sample comprised 270 pediatric nursing students. Data were collected by the Metacognitive Awareness Inventory (MAI), Cognitive Emotion Regulation Questionnaire (CERQ), Socio-Demographic Form and Pagana Clinical Stress Questionnaire (PCSQ). They were collected between 12 April and 12 May 2018. Mean value, percentage calculations, correlation analysis and regression analysis were used in the evaluation of the data. Significance level .05 was accepted. Results: The average age of the students participating in the study is 21.66 ± 1.11 and the overall grade average is 76.16 ± 7.77. 210 of the students participating in the research were female while 60 of them were male. A significant relationship was found between Pagana Clinical Stress score and Metacognitive Awareness level (r=-, 32, p<0.01). There was a significant positive correlation between the academic achievement level and the level of Metacognitive Awareness (r=59, p<0.01). The Metacognitive Awareness variant in the study explained 10.4% (R2=0.104) of the change in clinical stress condition, while the Cognitive Emotion Regulation variants explained 18.1% (R2=0.181) of the change in clinical stress condition. Cognitive Emotion Regulation and Metacognitive Awareness variables together account for 24.5% (R2=0.245) of the change in clinical stress. The Cognitive Emotion Regulation variables account for 30.6% (R2 =0.306) of the change in academic achievement, while Metacognitive Awareness variables account for 35.9% (R2=0.359) of the change in academic achievement is explained. Cognitive Emotion Regulation and Metacognitive Awareness variables together account for 44.3% of the change in academic achievement (R2=0.443). Conclusion: The levels of metacognitive awareness and cognitive emotional regulation of students influence academic achievement and clinical stress levels. Key-words: Metacognitive Awareness, Pediatric Nursing Student, Clinical Stress, Academic Achievement, Metacognition, Cognitive Emotion Regulation.