Exploring the Relationship between Academic Performance and Metacognition

Description

page: 28-31

Nalini Malhotra and Shashi Kiran Gill (Department of Psychology, Punjabi University, Patiala, Punjab)

The present research study focuses on exploring the relationship between metacognition and academic performance among adolescents. Adolescence is a crucial transitional phase characterized by physical and psychological changes. Academic performance during this stage plays a vital role in an individual’s overall development and future prospects. Factors such as socioeconomic status, cognitive abilities, learning disabilities, anxiety, emotional intelligence and parenting styles significantly impact academic performance. The study comprises a sample of 300 (150 Male & 150 Female) school students from different rural schools in Punjab, with an equal distribution. A well-established Metacognition Inventory (Govil, 2003) was used to assess metacognitive abilities. Academic performance was assessed through cumulative Grade Point Average (GPA) scores. Correlation coefficient analysis and independent t-tests were used for data analyses. The results revealed a positive relationship between Total metacognition scores and academic performance. Further, the dimensions of metacognition, including knowledge of cognitive processes and regulation of cognition were also found to be positively correlated with academic performance. The study highlights the importance of fostering metacognitive abilities among students to optimize their learning experiences and achieve academic success. In conclusion, the research accentuates the critical role of metacognition in improving academic performance among adolescents and implications for future research were discussed.