Indian Journal of Health and Wellbeing

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Metacognition, Self-Regulation and Learning Environment as Determinant of Academic Achievement


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1 Department of Human Development and Family Studies, College of Home Science Punjab Agricultural University, Ludhiana, Punjab, India
     

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The present study intends to investigate the interplay among metacognition, learning environment and selfregulation 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 trom randomly selected Government Senior Secondary Schools of urban and rural areas ofLudhiana and Moga districts ofPunjab. Metacognitive Awareness Inventory (Schraw & Dennison, 1994); Dundee Ready Education Environment Measure (Rolf 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.

Keywords

Adolescents, Academic Achievement, Learning Environment, Metacognition, Self-Regulation.
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  • Metacognition, Self-Regulation and Learning Environment as Determinant of Academic Achievement

Abstract Views: 685  |  PDF Views: 1

Authors

Parvinder Kaur
Department of Human Development and Family Studies, College of Home Science Punjab Agricultural University, Ludhiana, Punjab, India
Sarita Saini
Department of Human Development and Family Studies, College of Home Science Punjab Agricultural University, Ludhiana, Punjab, India
Deepika Vig
Department of Human Development and Family Studies, College of Home Science Punjab Agricultural University, Ludhiana, Punjab, India

Abstract


The present study intends to investigate the interplay among metacognition, learning environment and selfregulation 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 trom randomly selected Government Senior Secondary Schools of urban and rural areas ofLudhiana and Moga districts ofPunjab. Metacognitive Awareness Inventory (Schraw & Dennison, 1994); Dundee Ready Education Environment Measure (Rolf 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.

Keywords


Adolescents, Academic Achievement, Learning Environment, Metacognition, Self-Regulation.

References