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Comparative Study

| Published: November 22, 2017

Impact of Metacognitive Awareness on Academic Adjustment and Academic Outcome of the Students

Deepika Jain ,

Research Scholar, Department of Psychology, School of Humanities & Social Sciences, Doctor Harisingh Gour Central University, Sagar, 470003, Madhya Pradesh, India Google Scholar More about the auther

Gyanesh Kumar Tiwari ,

Assistant Professor, Department of Psychology, School of Humanities & Social Sciences, Doctor Harisingh Gour Central University, Sagar, 470003, Madhya Pradesh, India Google Scholar More about the auther

I. D. Awasthi

Associate Professor, Department of Psychology, School of Humanities & Social Sciences, Doctor Harisingh Gour Central University, Sagar, 470003, Madhya Pradesh, India Google Scholar More about the auther

DIP: 18.01.034/20170501

DOI: 10.25215/0501.034

ABSTRACT

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.

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Responding Author Information

Deepika Jain @ deeepika.jain2012@gmail.com

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ISSN 2348-5396

ISSN 2349-3429

DIP: 18.01.034/20170501

DOI: 10.25215/0501.034

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Published in   Volume 05, Issue 1, October-December, 2017

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