Metacognition, self-regulation and learning environment as determinant of academic achievement

Pages: 735-739
Parvinder Kaur, Sarita Saini, and Deepika Vig (Department of Human Development and Family Studies, College of Home Science, Punjab Agricultural University, Ludhiana, Punjab)

The present study intends to investigate the interplay among metacognition, learning environment and self-regulation as determinant of adolescent academic achievement. Metacognition, self-regulation and favourable learning environment are being acknowledged to have potential impact on the academic achievement of learners. Therefore, it is worthwhile to investigate these components in educational context and explore their contribution towards the academic performance of adolescents. The statistical population of this research consisted of 400 respondents (equally distributed over gender & locale) drawn from randomly selected Government Senior Secondary Schools of urban and rural areas of Ludhiana and Moga districts of Punjab. Metacognitive Awareness Inventory (Schraw & Dennison, 1994); Dundee Ready Education Environment Measure (Roff et al., 1997); and Self-Regulation Questionnaire (Brown et al., 1999) were used to collect the relevant information from the respondents as per the objectives of the study. The results revealed that metacognition, self-regulation and perceptions pertaining to overall learning environment were significantly positively contributing towards the academic achievement of respondents.