Psychological and Psychophysiological Aspects of Metacognitive Regulation in Students of Different Educational Profiles

The study compares psychological and psychophysiological facets of metacognitive regulation in humanities vs. engineering students. A sample of 169 undergraduates completed a battery assessing reflexivity, metacognitive activity, empathy, and cognitive flexibility, alongside psychophysiological measures (simple, choice sensorimotor reactions; Kerdo’s vegetative index). Profile-specific differences emerged: humanities students showed higher reflexivity, empathy, and planning, accompanied by increased physiological activation; engineering students exhibited more accurate sensorimotor reactions and a balanced autonomic tone. Group differences in working memory and cognitive flexibility were not statistically supported. The results show that the mechanisms of metacognitive regulation are manifested differently depending on students’ educational profile, which should be considered when designing differentiated educational programs. The novelty lies in integrating cognitive, affective, and autonomic indicators into a single assessment framework of metacognitive regulation.