Interplay among metacognition, learning environment and self-regulation as determinant of adolescent academic achievement
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Date
2018
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Punjab Agricultural University, Ludhiana
Abstract
The present study was undertaken to investigate the interplay among metacognition, learning environment and self-regulation as determinant of adolescent academic achievement. The sample comprised 400 respondents equally distributed over gender and locale drawn from randomly selected Government Senior Secondary Schools of urban and rural areas of Ludhiana and Moga districts of Punjab. A self-designed personal information sheet, Metacognitive Awareness Inventory (Schraw and 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 of the study. The results revealed that irrespective of locale, significantly more number of female respondents possessed high level of metacognition, were more self-regulated and perceived high level of learning environment in contrast to their male counterparts who were found to have moderate levels of metacognition, self-regulation as well as perceptions of their learning environment. Also, significant gender and locale-wise differences were observed in the mean scores of metacognition as females scored better than males and urban respondents scored better than rural respondents. Similarly, significant gender as well as locale-wise differences were observed in perceptions of ‘learning environment’ as male respondents scored better than their female counterparts and rural respondents reported better perceptions of their learning environment as compared to their urban counterparts. Metacognition was found to be significantly positively correlated with self-regulation as well as learning environment. However, no significant correlations were observed between learning environment and self-regulation. Metacognition, self-regulation and perceptions pertaining to overall learning environment were found to be significantly positively contributing towards the academic achievement of respondents.
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