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The purpose of this study is to find out the predictive degree of university students’ levels of need for cognition and metacognition on their academic achievement. A total of 253 university students formed the study group. To collect the data of the study, ‘The Metacognition Awareness Inventory’ (MAI) and ‘The Need for Cognition Scale’ (NFCS) were used to measure students’ metacognitive awareness and their tendency to think and enjoy thinking. For the students’ academic performance, the average points (GPA) that they got during the term were taken into consideration. The correlation analysis revealed the fact that there is a significant and positive relationship between students’ levels of need for cognition, metacognition and their academic achievement at the level of p<0.01. The multiple linear regression analysis suggested that the power of need for cognition and metacognition to predict academic achievement are meaningful. In another word, the two independent variables, namely need for cognition and metacognition can be considered as the significant predictors of the dependent variable, academic achievement.
Metacognitive knowledge includes knowledge about one's ability to understand, control, and manipulate one's cognitive processes. It includes knowing when and where to use particular strategies for learning and problem solving as well as how and why to use specific strategies.This research article briefly describes the metacognition of college students with regard to gender andrelationship between metacognition and academic achievement. In order to study the problem, the survey method was used to collect the data. The sample for the study was collected from the three degree colleges of Sonipat city(Haryana).80 students(40 male and 40 female) were randomly selected only from 1 st year form all discipline. Score obtained in class 12 th by the selected students, divided in two groups i.e. high scorer(above 65%) and low scorer (below 65%) were recorded for testing their level of Academic Achievement. Metacognitive inventory developed by Govil P. (2003) was administered to the selected sample to assess metacognition. The data so collected was analyzed statistically by employing Mean, SD and t-test. The finding reveals that the level of metacognition of most of the female students is found to be higher than male students. The researchreveals that there is significant difference between male and female students in their metacognition but there is no significant difference in metacognition and academic achievement of high and low scorer. Moreover to this the academic achievement is less affected by metacognition means results found a low degree of correlation between both.
International journal of research and review
Metacognitive Awareness and Its Relation to Academic Performance Among Learners: A Review Paper2023 •
Metacognition is an individual’s knowledge of their own cognitive processes and their ability to control these processes by organizing, monitoring and modifying them as a function of learning. Students who succeed academically often rely on being able to think effectively and independently in order to take charge of their learning. These students have mastered fundamental but crucial skills such as keeping their workspace organized, completing tasks on schedule, making a plan for learning, monitoring their learning path, and recognizing when it might be useful to change course. Learning cognitive and metacognitive strategies offers students the tools to "drive their brains." Being metacognitive can be likened to being more conscious, reflective, and aware of one's progress along the learning path. The present study was undertaken to find out the relationship between metacognitive awareness and academic achievement of undergraduate students. The sample of the study comprised of 100 undergraduate students from various colleges of Chandigarh. Metacognitive Awareness Inventory (MAI) by Schraw & Dennison (1994) was used to measure the metacognitive awareness. The findings revealed a significant difference in academic achievement of undergraduate students with high and low scores in metacognitive awareness.
The International Journal of Indian Psychology
Impact of Metacognitive Awareness on Academic Adjustment and Academic Outcome of the Students2017 •
The study aimed to examine the impacts of metacognition and gender on the academic adjustment and academic outcome of the participants. Five hundred twenty two undergraduate and postgraduate male (M = 20.53, SD = 2.06) and female (M = 20.47, SD = 2.00) students served as the participants in the study. Metacognitive Awareness Inventory (Schraw & Dennison, 1994) and Academic Adjustment Scale (Anderson et al., 2016) were employed to measure the metacognitive awareness and academic adjustment of the participants. The results of the study exhibited no gender differences in metacognition and academic adjustment except academic achievement and academic outcome of the male and female participants. The results of the study also evinced that scores on declarative knowledge, procedural knowledge, conditional knowledge, planning, information management, monitoring, debugging, evaluation components of metacognition and overall metacognitive awareness demonstrated positive correlations with the academic achievements, overall academic adjustment and academic outcome. Contrarily, the scores of planning and evaluation were found to be negatively correlated with the scores of academic lifestyle of the male, female and all the participants. Lastly, the results of the study demonstrated that the scores on declarative knowledge, procedural knowledge, conditional knowledge, planning, information management, monitoring, debugging, evaluation components of metacognition and overall metacognitive awareness accounted for significant variance in the scores of academic life style, academic achievements, overall academic adjustment and academic outcome. The results of the study have significant implications of for researchers, academicians, laymen, counselors and school psychologists. The limitations and future directions for researchers have also been discussed.
2022 •
Background: In the self-regulated learning theory, metacognition refers to “skills that enable learners to understand and monitor their cognitive process”. Two categories of metacognition were described as knowledge of cognition and regulation of cognition. Metacognition skills enable learners to understand and monitor their cognitive processes. Metacognitive skills are necessary for curriculum delivery and should be taught. Students with metacognitive skills are expected to perform better and the present research provides evidence and recommends metacognition to be taught in future curriculum practice.Methodology: Metacognition awareness inventory (MAI) score was collected to determine students’ metacognitive skills in declarative, procedural, and conditional knowledge as well as the process involved in its planning, monitoring, and evaluation. Another purpose of this study was exploratory, to determine the validity of the MAI in terms of statistical relationship between metacognit...
ABSTRACT Background: Metacognition is the foundation upon which students become independent readers and writers. It also underlies student’s abilities to use strategies for reading. Metacognitive awareness is the awareness of one’s thinking and strategies one is using. It enables students to be more mindful. Aim: The aim of the present study is to develop and standardize a tool to assess the Meta-cognition awareness and meta-cognition strategies used for learning among college students. Method: The developed Meta-cognition Awareness and Strategies of Learning Scale for College Students was administered on 450 (Phase I = 150; Phase II = 300) samples including both male and female college students to establish validity, reliability, norms and other relevant psychometric properties. Results: The Metacognition awareness and strategies of learning scale for college students was found to have the sample adequacy and on further statistical analysis it was found that the developed scale is reliable, valid and norms were established for college students’ population. Conclusion: The present study concluded that the developed Metacognition awareness and strategies of learning scale for college students can be administered to college students between the age group 18 and 22 to assess their awareness on Meta-cognition and strategies they use in learning. With the help of norms they could know better about their learning and the strategies they make use for learning which in turn help them to modify in a better way. Key Words: Meta-cognition, Awareness, Strategies, Learning, Tool Validation, Students.
Journal of Education and Training Studies
A Study on Metacognitive Thinking Skills of University Students2018 •
Монография подготовлена по результатам криминологического исследования феномена антикоррупционного мониторинга как измерительного инструмента результативности государственной политики противодействия коррупции в субъектах Российской Федерации. В работе впервые в российской юридической науке разработаны теоретические основы формирования системы национального антикоррупционного мониторинга на основе анализа имеющегося опыта осуществления мониторинговой деятельности по противодействию коррупции субъектов Российской Федерации. Книга предназначена в первую очередь для должностных лиц органов публичной власти, уполномоченных на противодействие коррупции, в полномочия которых входит организация и осуществление антикоррупционного мониторинга.
SSRN Electronic Journal
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