Metacognition and social cognition dysfunction symptoms in university students: Prevalence and correlation with demographic and personal factors

The metacognitive and social cognition dysfunction is marked by challenges in planning, time management, attention, and emotional regulation due to impaired executive functions. It poses significant obstacles for university students, affecting both academic success and social well-being. This study aimed to examine the prevalence of and factors contributing to this syndrome in students. Conducted as a cross-sectional survey with 1,204 participants, the study used the local language (Name Anonymized) version of the dysexecutive questionnaire alongside demographic and lifestyle questions. The findings indicate that certain modern lifestyle habits are associated with increased metacognition and social cognition dysfunction symptoms. Specifically, high smartphone use ($p<0.0001$), the number of social media platforms used (p = 0.0258), frequent fast food consumption ($p<0.0001$), daily hours on social media ($p<0.0001$), and weekly hours spent gaming (p = 0.0121) were significantly linked to greater metacognitive and social cognition impairments. These habits, prevalent among Generation Z, may contribute to difficulties in sustaining focus, managing impulses, and organizing tasks effectively. Additional factors such as weak relationships with extended family (p = 0.0002), working during study years (p = 0.0075), urban residence (p = 0.0007), and prior mental health consultations (p = 0.0003) also correlated with higher levels of metacognition and social cognition dysfunction symptoms. Students with reduced social support and greater urban stressors may be especially vulnerable, impacting their cognitive and emotional functioning. The study’s findings underscore the need for universities to support students’ cognitive and emotional health by promoting digital well-being, reducing screen time, and encouraging healthy social media habits. Strengthening social support through resources that help students maintain family and community ties could improve executive functioning. Tailored mental health services, particularly for those with a history of mental health needs, can be critical in managing metacognition and social cognition dysfunction symptoms. Finally, universities should address demographic disparities, designing programs that target the specific challenges faced by high-risk groups. Such comprehensive strategies can enhance cognitive resilience, emotional regulation, and academic performance among students.