| Published: November 22, 2017
Impact of Metacognitive Awareness on Academic Adjustment and Academic Outcome of the Students
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
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.
This is an Open Access Research distributed under the terms of the Creative Commons Attribution License (www.creativecommons.org/licenses/by/2.0), which permits unrestricted use, distribution, and reproduction in any Medium, provided the original work is properly cited.
© 2017 Jain D,Tiwari G K, & Awasthi I D
Received: September 30, 2017; Revision Received: October 23, 2017; Accepted: November 22, 2017
Published in Volume 05, Issue 1, October-December, 2017