This study develops a comparative analytical model to examine gender-based variations in meta-affective processes during science learning among vocational high school students. Meta-affect, defined as the awareness, regulation, and interpretation of one’s own emotional states in learning contexts, plays a crucial role in shaping engagement, cognitive performance, and long-term academic resilience (DeBellis & Goldin, 2006). Drawing on affective learning theory, emotional intelligence frameworks, and engagement models, this research synthesizes prior empirical findings to construct a structured analytical model that explains how gender differences influence emotional regulation, learning engagement, and cognitive-affective interaction in science education.

The model integrates dimensions of emotional regulation, academic engagement, and socio-cognitive interaction, informed by prior studies on affective engagement and learning behavior (Daher et al., 2021; Fredricks et al., 2004). Special emphasis is placed on the role of emotion regulation training in shaping affective control and academic adaptation, as highlighted in experimental findings (Dehghani et al., 2018). The study further explores how cultural, psychological, and instructional factors interact with gender to produce differentiated meta-affective learning patterns.

Findings from the synthesized model suggest that female and male students exhibit distinct emotional regulation strategies and engagement trajectories in science learning environments. These differences are mediated by emotional intelligence, instructional support, and socio-cultural expectations. The proposed framework contributes to the theoretical advancement of meta-affective learning research and provides practical implications for vocational science education design, particularly in enhancing gender-responsive pedagogical strategies.

Meta-affect, gender differences, science learning, vocational education, emotional regulation

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