Open Access Open Access  Restricted Access Subscription Access
Open Access Open Access Open Access  Restricted Access Restricted Access Subscription Access

Relationship of Meta-cognitive Thinking and Perceived Women's Social Freedom: an Exploratory Study


Affiliations
1 Department of Psychology at Dayalbagh Educational Institute (D.E.I), Agra (U.P.), India.
     

   Subscribe/Renew Journal


The exploratory study examines the relationship of Meta-cognitive thinking and perceived women's social freedom. The sample comprised of 150 unmarried working and non working women, their age range is in between 22 to 45 years and they are at least graduates. Simple random sampling technique is used to generate data from north-eastern region of Agra. The results reveal that there is no significant relationship between total scores of Meta-cognitive thinking (MTS) and women's social freedom (WSF) scores as r =.007, where p > 0.05. It is observed that there is very less difference in the relationship between MTS and WSF of working and non-working women, the coefficient of correlation is not significant for both the groups, as r = -.135(Working) and r=.164 (Nonworking), where p > 0.05 level of significance. Data is also analyzed with the eight dimensions of meta-cognitive. It is evident from the r value of self- awareness for working women, that is r = -.228, where p < 0.05 level of significance. Which means higher the self awareness of working women, the perception of social freedom will be lower as the relationship is inverse. Further, the r value on self- motivation and perceived social freedom of non-working women (r = .239) is positively significant, where p < 0.05 level. It indicates higher the self motivation of non-working women more will be their perception of social freedom being high.
Subscription Login to verify subscription
User
Notifications
Font Size


  • Baker, J. M. C. & Dunlosky, J. (2006). Does momentary accessibility influence metacomprehension judgments? The influence of studyjudgment lags on accessibility effects. Psychonomic Bulletin & Review, 13 (1), pp. 60-65.
  • Bem, S. L. (1977). On utility of alternative procedures for assessing psychological androgyny. Journal of Consulting and Clinical Psychology, 45(2), 196-205.
  • Bhar, T. A. (2009). Midlife career change and women: A phenomenological examination of the process of change. Dissertation Abstracts International, 70(9), 176.
  • Bhusan, L. I. (1987). Manual for women’s social freedom scale (WSFS). NPC: Agra.
  • Brown, A. L., Bransford, J. P., Ferrara, R. A. & Campione, J. C. (1983). Learning, remembering and understanding. In P.H. Mussen (E.d.), Hand book of child psychology (4th ed.) (3, pp. 77-166). New York: Wiley.
  • Campbell, N. C. (2009). Women working longer: Experiences, implications, and insights. Dissertation Abstracts International, 70 (9), 213.
  • Das, J. P., Kar, B. C. & Parrila, R. K. (1996). Cognitive planning: The psychological basis of intelligence behavior. New Delhi: Sage.
  • Dash, P. K. (2010). Teaching composition to adult learners of ESL: Strategically bridging learner deficiency and meta-cognitive proficiency through emotional intelligence. Retrieved from http://www.languageindia.com/aug2010/dashmeta-cognitive.pdf (accessed on August 12, 2012).
  • Devi, R. (1963). Indian women and her attitudes towards traditional values. Journal of Psychological Researches, 7, 72-78.
  • Flavell, J. H. (1979). Meta-cognitive and cognitive monitoring: A new area of cognitive developmental inquiry. American Psychologist, 34(10), 906-911.
  • Friedle, E. (1975). Women and Men: An Anthropologist’s View. New York: Holt.
  • Jacobson, D. (1977). Introduction, women in India: Two perspectives, New Delhi: Manohar.
  • Johansson, M. & Allwood, C. M. (2007). One-other differences in the realism of some Meta-cognitive judgments. Scandinavian Journal of Psychology, 48(1), 13-21.
  • Kang, T. K. (2009). Impact of economic development- A case of women social freedom. Behavioral Scientist, 10(2), 165-167.
  • Kessler, B. S. (1976). Women: An anthropological view. New York: Holt.
  • Klebanoff, S. (2006). Discussion of Estelle Shane’s girls, their fathers and their mothers: Patterned links to ambition and prohibition in women. International Forum of Psychoanalysis, 15(2), 109-111.
  • Lamphere, L. (1972). Anthropology. Sign: Journal of women in culture and society, 2(3), 612-627.
  • Lin-Agler, L., Miao, L., Moore, D. & Zabrucky, K. M. (2004). Effects of personality on Meta-cognitive self-assessment. Psychological Abstracts, 38(3), 453-461.
  • Lockwood, P. (2006). Someone like me can be successful: Do college students need same-gender role models? Psychology of Women Quarterly, 30(1), 36-46.
  • Marwaha, S. B. (2006). Role of women in social change. Psychological Studies, 51(1), 69-73.
  • Matlin, M. W. (1998). Cognition (4thed). State University of New York Geneseo. Landon: Harcourt Brace.
  • McCarthy, A. & Garavan, T. N. (2008). Team learning and Metacognitive: A neglected area of HRD research and practice. Journal of Psychology, 48, 13-21.
  • Menon, M. & Pant, P. (2007). Body image and adjustment in Indian women. Psychological studies, 52(4), 332-338.
  • Miyake, T. M. (2007). Meta-cognitive, proactive interference, and working memory: Can people monitor for proactive interference at encoding and retrieval? Dissertation. Abstracts International, 68(7), pp. 118.
  • Newell, A. (1982). The knowledge level. Artificial intelligence, 18(1), 87-127.
  • Phandnis, U. & Malani, I. (1978). Women of the world: Illusion and reality. New Delhi: Vikas.
  • Pipher, M. (1994). Reviving Ophelia: Saving the selves of adolescent girls. New York: Ballantine Books
  • Price, S. M. (2009). How perceived cognitive style, meta-cognitive monitoring, and epistemic cognition indicate problem solving confidence. Dissertation Abstracts International, 70(5), 193.
  • Pylyshyn, Z. W. (1984). Computation and cognition: Toward a foundation for cognitive science. Cambridge, MA: MIT PRESS.
  • Randall, L. & Kecell, A. (2008). The effect of reading self-efficacy, expectancy value, and meta-cognitive self regulation on the achievement and persistence of community college students enrolled in basic skills reading courses. Dissertation Abstracts International, 69(9), 109.
  • Rasmussen, J. (1986). Information processing and human-machine interaction. Amsterdam: North-Holland.
  • Reingold, R., Rimore, R. & Kalay, A. (2008). 139 instructor’s scaffolding in support of student’s meta-cognitive through a teacher education online course- A case study. Journal of Interactive Online Learning, 7(2), 139-151.
  • Reiter, R. R. (1975). Toward an anthropology of women. New York: Monthly Review Press.
  • Sandhu, K. J. & Goel, Y. (2010). Meta-cognitive thinking scale. (Unpublished). Dayalbagh Educational Institute (Deemed University).
  • Schmidt, L. M. (2009). Executive women’s perceptions of their career derailment. Dissertation Abstracts International, 70(8), 142.
  • Schoenrock, C. J., Bell, N. J., Sun, S. W. & Avery, A. W. (1999). Family correlates of adolescent self-monitoring and social competence. The Journal of Psychology, 133(4), 377-93.
  • Spence, J. T. & Helmreich, R. (1980). Masculine instrumentality and feminine expressiveness. Psychology of Women Quarterly, 5(2), 147-163.

Abstract Views: 521

PDF Views: 0




  • Relationship of Meta-cognitive Thinking and Perceived Women's Social Freedom: an Exploratory Study

Abstract Views: 521  |  PDF Views: 0

Authors

K.J. Sandhu
Department of Psychology at Dayalbagh Educational Institute (D.E.I), Agra (U.P.), India.
Laxmi Sharma
Department of Psychology at Dayalbagh Educational Institute (D.E.I), Agra (U.P.), India.
Khusboo
Department of Psychology at Dayalbagh Educational Institute (D.E.I), Agra (U.P.), India.

Abstract


The exploratory study examines the relationship of Meta-cognitive thinking and perceived women's social freedom. The sample comprised of 150 unmarried working and non working women, their age range is in between 22 to 45 years and they are at least graduates. Simple random sampling technique is used to generate data from north-eastern region of Agra. The results reveal that there is no significant relationship between total scores of Meta-cognitive thinking (MTS) and women's social freedom (WSF) scores as r =.007, where p > 0.05. It is observed that there is very less difference in the relationship between MTS and WSF of working and non-working women, the coefficient of correlation is not significant for both the groups, as r = -.135(Working) and r=.164 (Nonworking), where p > 0.05 level of significance. Data is also analyzed with the eight dimensions of meta-cognitive. It is evident from the r value of self- awareness for working women, that is r = -.228, where p < 0.05 level of significance. Which means higher the self awareness of working women, the perception of social freedom will be lower as the relationship is inverse. Further, the r value on self- motivation and perceived social freedom of non-working women (r = .239) is positively significant, where p < 0.05 level. It indicates higher the self motivation of non-working women more will be their perception of social freedom being high.

References