Abstract

Socio-emotional competencies are increasingly recognized as a relevant dimension of educational sustainability because they are theoretically and empirically linked to student well-being, school coexistence, participation, and the development of more inclusive educational communities. This article examines self-perceived emotional metaknowledge in 181 first-year secondary school students from two Chilean schools located in contrasting territorial contexts: Santiago and Quill & oacute;n, & Ntilde;uble Region. The TMMS-24 was used to assess three dimensions: Emotional Attention, Emotional Clarity, and Emotional Repair. After data cleaning, 181 valid cases were analyzed. Given the repeated-measures structure of the data, a mixed ANOVA was conducted, with emotional dimension as the within-subject factor and locality as the between-subject factor. Reliability analyses, assumption checks, effect sizes, confidence intervals, and Holm-adjusted post hoc comparisons were also included. The results showed no significant main effect of locality, suggesting that the overall level of self-perceived emotional metaknowledge did not differ significantly between Santiago and Quill & oacute;n. However, a significant main effect of emotional dimension and a significant dimension & times; locality interaction were found. Emotional Repair obtained the highest scores in the total sample, while Santiago showed significantly higher Emotional Attention than Quill & oacute;n. These findings suggest that emotional metaknowledge should be interpreted as a multidimensional construct, with specific differences across emotional dimensions rather than broad territorial contrasts. From the perspective of SDG 4, the study suggests the relevance of socio-emotional learning approaches that are context-sensitive, territorially aware, and oriented toward quality, equity, inclusion, and school coexistence.